Application Of Process-Product Oriented Approach In Senior One Teaching Of English Writing

English is becoming more and more important in our daily life. It iswidely used all over the world. As for senior students, they have to takeEnglish exam in the NMET, and the percentage of the writing part takesup25of150. In recent years, more and more teachers have realized theimportant role of writing in English language teaching. Although manyresearchers have done a lot of research into English writing and they havereally made some achievements, English writing is still the mostchallenging and threatening course for most Senor One students. Productapproach is a traditional teaching method, which is still used by manyteachers in English writing. In the author’s school, Product approach isstill the main method in English writing teaching.In view of this situation, the author of this paper carried out aresearch on English Writing. The author of the paper did an experiment toprove that the combination of Process approach and Product approach ismore efficient in improving students’ English writing. The study includestwo hypotheses:1) If Process-Product approach to teaching writing is used in theexperimental class, it will be helpful in improving students’ Englishwriting, both in attitude and interest.2) If Process-Product approach to teaching writing is used in theexperimental class, students in the experimental class do better than thosein the controlled class in writing part.The subjects are117students from2parallel classes in Grade One inNo.1Middle School, Wuyuan County, Inner Mongolia. During thesixteen-week experiment, the author carried out Process-Productapproach to teaching writing in the experimental class. Three instruments will be used in the research: two questionnairesrelated to writing attitudes and interest; scores of ten compositions;pretest and final exam grades. By analyzing the collected data, theresearch finds:1) after the experiment, the students changed theirprevious attitude towards English writing. They gained interest in writing.2) after the experiment, the students in the experimental class did better inwriting part than those in the controlled class in the exam.It is hoped that this thesis will help the Chinese high school Englishteachers to have a better understanding of Process-Product approach towriting, and more and more teachers can apply this approach to their ownteaching practice.