Application Of Process-Genre Approach In High School English Writing Teaching

English writing is a difficult skill for students to develop and learn, especially in EFL context. The time students can be exposed to English is limited to a few hours per week. Students, learning English composition as a second or foreign language, have to struggle with many structural issues including selecting proper words, using correct grammar, generating ideas, and developing ideas about specific topics. More importantly, they have trouble developing functional language skills, such as proper natural language use in different social contexts and using language in creative ways. These functional language use problems are worsened because writing teachers tend to focus largely on teaching them grammar, and proper language structure, and typically see students as passive writers. These factors tend to keep students from improving their classroom interaction and keep them from developing more skills in writing. Due to the gap between students' needs and teachers' instructional methodology, the issue becomes how teachers can help students express themselves freely and fluently as autonomous writers, and how teachers can help students become more successful readers and writers of texts. Additionally, the problem is how teachers can help students understand social functions, allowing them to make writing more meaningful and productive in different social contexts. There is pressing need for composition class to help students develop their skills in using language by experiencing a whole writing process.This paper attempts to verify the effectiveness and feasibility by applying Process-genre Writing Approach to writing teaching in Chinese high schools. This paper systematically probes into the formation of the Process-genre Writing Approach and its essence, main characteristics and the basic operational model as well. Based on the survey and the experiment, this paper proves the practical value of the Process-genre Writing Approach.Although there exist some problems to be solved in the process of the experiment, such as the problem of class hours of teaching and the reliability of the test, the study results show that the subjects under the instruction of process-genre approach achieve more significant growth in English writing proficiency and interest in writing, build up more awareness of cooperation and confidence in writing, improve their abilities of independent thinking and problem-solving more effectively than those under the product writing instruction.