Application Of Writing Strategies To Improve The Writing Ability Of Students In Senior High School

As a teacher of English language, we should apply proper and effective ways tohelping students to improve their ability of listening, speaking, reading and writing,which should be all rounded and sustainable. Writing plays a very important role inlanguage teaching as it is a way to use the language that they have learned tocommunicate and it will promote the other three skills in return. Therefore, writingseems extremely significant. However, according to a questionnaire about theapplication of the writing strategies, the teaching of writing is relatively weak in SeniorEnglish teaching, let alone apply some writing strategies to writing practice. Writing isa complex and circular procedure which annoys many students. Students don’t haveany interest or passion for it and some students are even full of fear for it. To handlethis problem, this research, which is based on the constructivist theories, is aimed athow the application and the training of certain writing strategies influence the students’ablility of writing in senior high school English teaching.The paper is backed by constructivism and the core is trying to achievestudent-centered teaching and we should focus on discovering knowledge of thestudents on their initiative. And then, this paper aims to explain and apply variouswriting strategies to every stage of the writing teaching. For example we should makethe most of the materials in text books, and help students to write English sentences andparagraphs using the same sentence patterns and passge patterns from the text to rewrite,abbrebiate, and expand the text. In the information age, we should make full use ofnetwork resources to provide students with writing chances. At the same time, we canalso spare each student a few minutes before class to do duty reports which arousestheir enthusiasm for writing to the fullest.In the course of teaching, we should combine listening, speaking, reading andwriting together. Ignoring any link is not allowed because they promote each other. Inthe process of writing, teachers should create learning group, making the whole processof writing in a democratic, harmonious atmosphere. After the writing, teachers shouldhelp students establish their archives and exhibite their works. If these writing strategies are truely applied to the whole process of writing teaching, real interactions betweenteachers and students,or between students and students will be achieved, which willalso make the teaching of writing effective and flexible. Applying some strategies toteaching writing has an advantage over the traditional product-focused teaching ofwriting for this paper focuses more on the process of writing rather than the final result,and I regard writing itself as a process of input process and output or a process ofthinking, learning, improving and reflecting. What’s more, although teachers shouldstill give some instructions on accidence and syntax, the paper points out teachersshould leave enough space for students to think freely, and develop their innovationconsciousness, thus to arouse their interest in writing, to sharpen their awareness ofparticipating, cooperating and thinking in English. Only in this way can we greatlyimprove their writing ablility and will they get high scores in exams, which will lay afoundation for lifetime study.The results provide some implications for writing teaching. Systematicinstruction should be applied to English writing classes to teach and train students inthe use of writing strategies in practice. Both teachers and students should raise theirawareness of writing strategies. Teachers should design various diversities of writingcontexts so as to make the students gradually master the writing strategies to realize theultimate aim of improving writing ability.