A Study On The Cooperative Action Of Senior High School Students In English Writing

As is found in a small sample survey, the majority of teachers adopt the traditional teaching method in the English writing teaching process. That is to say, the teachers assign the writing task, then the students finish the writing and the teachers correct the mistakes in grammar and vocabulary. But the students don’t pay attention to the correction, only focusing on the scores. Thus, for a long time students’English writing ability remain problematic. Although the survey sample is small, but it still reflects the present English writing teaching in the senior middle school.Based on the cooperative learning and process writing theories together with previous research, peer editing can effectively improve students’English writing capability; meanwhile, it also can help students understand themselves further, establish confidence, learn to cooperate and adjust learning attitudes and strategies, promoting the development of their English comprehensive ability.The study attempts to apply peer editing to writing teaching, which is intended to develop students’editing skills and improve their English writing through. In the writing teaching process, the author always take it into consideration that the students are the centre of the studying and cooperation is the main means of action. The study lasts a total of nine weeks, from October to December in2013. During the process, the author adopts various actions and strategies, including pre-training, grouping, two questionnaires, interviews, case studying and two tests.The action research provides a new direction for the English writing in the senior high school. The author apply it in the English writing class. According to the findings of previous studies, peer editing can effectively improve students’English writing ability. At the same time, help the students recognize themselves further, build confidence, assist each other and adjust their attitudes towards study. Thus, promote the students’comprehensive ability in English.In the process of implementing the plan, in order to eventually achieve optimal results and verify them, the author constantly reflects on and adjusts the plan. At the same time, try to collect and analyze the data in a variety of ways. According to the analysis, there are three following findings:Firstly, after the peer editing, the students have improved their English writing and comprehensive English significantly; secondly, students have an interest in peer editing and willing to spend time editing the articles of themselves and their companions. The last, they not only become interested in English and attach importance to English writing, but also become confident in their writing.The results of the action research can come up with some reference for teaching colleagues to adopt peer editing in the writing teaching. But the study is still insufficient and remains to be improved in the future.