A Study On Information Priority Extraction Attention Model In English Writing Of High School Studentsts

English writing is an important part in English learning for high school students and it is also a necessary channel of written communication. Many students, however, who have mastered abundant vocabulary and sentence patterns, have difficulties in improving their writing level because of information extraction sequence or the ideas of writing. In today’s English writing teaching, teachers usually pay little attention to instruction on the process of writing and information extraction. In reality, we can discover rules on students’ information extraction sequence and see the existing writing problems through the analysis of the writing process so as to guide their English writing.This paper is based on the input and output theories of second language acquisition, attention mechanism in the field of second language acquisition, the theory of cognitive psychology. The study analyses four kinds of English writings of70students from Fuzhou Overseas Chinese Middle School, the topics of the four compositions are:about myself, about one of my classmates, about my family and about my school. By studying the students’ writings on different characters and environments, we can observe how students extract the information in the writing process. The research data indicate that high school students have different types of attention and information extraction in different English writings. In the writings about two kinds of persons, most students describe three similar types of information thus social status, personality and hobbies. While they are more likely to ignore the other information such as age, appearance and daily activities. In the writings about two kinds of environments, the data show that students have quite different writing structures. A large part of students only describe the family members in the writings on family without presenting materials about the natural or cultural environment. Meanwhile, they are more likely to think of the function of themselves in the family. In the writings on school, whereas, learners pay more attention to natural environment, and only some of them extract information about relative members, but none of them describe the information about themselves in this kind of environment. According to this study, instructors can learn that students’information extraction in English writings on oneself and classmates are quite similar, but they extract distinct information and show different structure in writings on family and school. In addition, these rules can be used to guide the students to give priority to important information and extract essential materials during their writing process. At the same time, learners can also easily know what they have missed to present in their writings so as to do a better job next time.