The Instruction Of English Diary Writing And Writing Competence Of Students In A Rural Senior High School

In the process of traditional writing teaching, writing drills only focus on products. The teaching pattern is: the teacher assigns a title-students compose-the teacher accesses compositions. Most students' writing competence is very poor, and they have little feeling of language. Contents of their writings deviate real life, and lack authenticity and students lack motivation: teachers usually only focus on grammatical accuracy and attach importance to result of writing, but neglect the writing process. As a result, the teaching result is very unsatisfactory.This paper focuses on diary writing teaching which urges students to have writing motivation, improve their writing competence, take an active part in their writing class, and offer efficient feedback to teachers. Instruction in diary writing can effectively improve student proficiency in a number of key areas.The thesis consists of seven parts. Chapter One briefly introduces the significance, characteristics and innovation of the thesis and outlines, methods. Chapter Two covers teaching goals of writing teaching in Curriculum Criterion in a senior high school and actuality and deficiency of writing teaching. In Chapter Three the theory of writing and the development approaches to teaching writing are discussed. Chapter Four expounds the feasibility and the process of the instruction of diary writing to English teaching in a rural senior high school, demonstrates the stages and activities to the practical teaching, offers different means of applying the instruction of diary writing to teaching English listening, speaking and reading and sets forth building students' writing developmental file.Chapter Five expatiates the experiment of diary writing teaching and makes quantitative analysis and comparisons of instruction of diary writing and traditional writing teaching. Chapter Six makes comparisons of the instruction of diary writing and traditional writing teaching in detail. Simultaneously, the author makes three questionnaires before and after the experiment to realize differences of testees.Finally, in light of the experiment and the investigative results, the author indicates both the strengths and weaknesses of this study.