The Study Of The Length Approach In Senior English Writing

The passage mainly introduces a new method of teaching English writing-The Length Approach, which is originally proposed by Professor WangChuming from Guangdong Foreign Language & Trade University. Through the practice of The Length Approach, students write long compositions to improve their English; the longer the compositions are , the better the results are . After practicing the Length Approach, the students overcome the fear of writing compositions, be active in thinking and therefore make great progress in expressing their ideas in English and using the words and expressions they have learned in their writing.So far, the method has been carried out in Guangdong Foreign Language & Trade University and Wuhan University. And this method has also been moved to the Senior 3 students from No.3 Middle School in Longyan in Fujian province.In this essay we mainly discuss the importance of writing and the possibility of the Length Approach in high school according to the requirements by the New Standards. FangLi carried out the approach in the Senior 3 students in Fujian province. She thought the Senior 3 students faced the Entrance Examination to University, and that they didn't have enough time to write English compositions in their spare time. According to it, we move the approach to Senior 1 students. The essay consists of five chapters. In the fourth chapter we mainly discuss how to carry out the experiment in Senior 1. The experiment lasted half an year. We design the questionnaire to get to know whether the students like this approach and their confidence of English writing. We collected all the students' compositions to see if they make progress in the writing.After the experiment, we know The Length Approach can be used among the Senior 1 students because the students like the approach to practice their English writing. They overcome the fear and they have confidence in writing now. They improve their way to express their ideas. The Long Length Approach has a greater effect on the students who are good at English than those who don't do well in it, while their confidence in writing has increased after the experiment. In the experiment some of the problems were not well solved, for example, some of the students are unwilling to write a long composition; some of the students are too poor in English to write long compositions. We can't do the experiment without those students who are bad at English. We may hurt them. And we have no standards about how long the compositions which the Senior 1 students should write are. We also hope all the students will love English writing. All these problems will still be cared about in the future.