A Study Of Application Of Process Writing In Teaching Of English Writing For Junior Two Students

The teaching of writing has long been considered as the most difficult one among the five English skills. However, as an integrative ability, it should be emphasized. In the past twenty years, process writing approach has become the mainstream in second language teaching of writing, which emphasizes that in the process of writing, students should cooperate with each other in pre-writing, drafting, and revising. Only in this way can they write good compositions. In China the process approach has only been discussed theoretically, and not much has been systematically practiced.Relatively, the teaching of writing remains very weak in the middle school. Generally, teachers ask students to write something, then students write it without much assistance, and the teacher evaluate (grade) it. The problem is that without assistance or encouragement, students can hardly achieve the teacher's expectation.In order to improve students' writing ability, the author applied process approach to writing teaching practice, trying to deal with the following problems:â‘ Is the process approach helpful in changing the students' attitudes towards writing?â‘¡Is it effective in improving the students' writing competence?The experiment lasts a term. The subjects are 138 students in Junior Grade Two from Lanhua No.3 Middle School in Gansu Province. Four instruments are employed in this study: two questionnaires, five compositions, pre-test and post-test. Process writing is applied in experimental class, that is, pre-writing, drafting, peer reviewing, revising, teacher commenting and publishing. After the experiment the experimental class students are found to have enhanced confidence in writing, improved interest and ability in actual English writing.The study indicates that process writing is an effective way to improve teaching of English writing in the middle schools, and a worthwhile method for the teachers to practice.