| Writing ,one of the four language communication skills ,can help students cultivate their ability of comprehension and expression in mastering a language effectively.In the past 20 years, there has been a lot of hot discussion as to how to teach writing in the field of English Language Teaching (ELT) in China. However, the present Process Writing Method attracts much attention with a large number of papers and discussions only. What's more, most researches just focus on the theory and principles while few people have done much on the practice. Compared with the traditional"product-focused approach", what are the advantages of the new method? Is it suitable for senior high school English class in China? In order to answer these questions, researchers need to deepen their work on the basis of practice.The paper systematically probes into the formation of the Process Writing Method and its essence, main features and the basic operational model as well. Through data analysis the thesis discusses the current situation of English writing and points out the necessity of reforming the traditional writing teaching model and the feasibility of the Process Writing Method in theory.First, the thesis introduces a definition of the Process Writing Method, explores its formation, essence and main features.Second, the author conducts a 16-week experiment in a Senior 3 class by providing various tasks for the students to approve to the Process Writing Method, thus getting the first-hand data on writing. According to the data of the experiment, we conclude that the students were favorable to the new method and consequently felt more confident in their own writing ability and in their use of English, which proves the practical value of the application of Process Writing Method to the senior high school English teaching .Finally, we suggest the Process Writing Method should be used flexibly to create a new model for writing teaching in senior high school English Language Teaching (ELT)in China.
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