An Application Of The Process-genre Approach In Senior High School English Writing

English is a widely-used language in the world. English class is a compulsory class in high schools of China and is undertaking the important function. Listening, speaking, reading and writing compose four basic skills which English learners have to grasp."Writing"has been included explicitly in present"High School Curriculum Standard". Writing is an important part in studying English."Writing makes an exact man"(Francis Bacon, a British philosopher, in the 17th century). However, for many years, English writing teaching has always been neglected in the high school English teaching as a result of concentration on the oral teaching. The students'listening and reading ability have been enhanced year by year, but writing ability enhancement is actually not too obvious, writing has not met the requirements (Lei Qing, 2000).The paper introduces the current writing problems that exist in high school English writing process, unifies the new curriculum standard to the student language basic requests and bases in the language study strategy and its effect on English learning to aim to take steps to improve daily teaching, helps the students to form the correct learning strategy systematically and trains the students'writing habits and improves students'writing ability gradually.The traditional writing educational model is quite single: The teacher arranges the topic, the students write, then hand in, the teacher revises, finally simply critiques, its result is not well expected. In the past few decades, researchers in the western countries have done a lot of research work in teaching writing and have formed a series of approaches and theories. In 2000, two researchers,R. Badger &G. White, put forward a comprehensive pattern一process-genre approach. In this paper, the author will prove the practical effectiveness of process-genre approach in improving senior students'English writing proficiency through experimental research. The study result shows that the subjects under the process-genre approach instruction achieve more significant growth than those under the traditional writing instruction in cooperation, interest and confidence; building up awareness in writing; improving their abilities of independent thinking and problem-solving.This paper consists of five chapters. Chapter one is an introduction; chapter two is the literature review; chapter three is an experiment to test the Process-genre Approach'effectiveness to improve the students'writing ability; chapter four is about the Process-genre Approach implement in English writing class; chapter five is the conclusion, reflections on the problems existing in the study process and some suggestions put forward in using the approach.