English Writing And College Entrance Examination Of English

To develop students’listening, speaking, reading and writing is complementary in English teaching. Frequent writing exercises can not only consolidate and develop the listening and speaking ability, but also improve reading ability. Writing can help students diligently review and think a great deal. In addition, writing accounts for20%of the English paper in Shaanxi college entrance examination. So, in Senior high school English teaching, the crucial question is how to counsel students on achieving good results in writing of college entrance examination. It will effectively improve the English scores of students taking college entrance examination if this problem can be handled well. If not handled properly, it will probably lead to students’ English learning polarization and thus seriously affects the college entrance examination scores. There are many researches on English writing in senior high schools, but most of which are generalizing, without specific analysis of the main factors affecting students’ writing and combination of English writing and requirements for writing in college entrance examination on how to train the students’ writing ability. This paper, based on reviewing the related theories of English writing and practical results, is to focus on the main factors influencing senior high school English writing and how to improve students’ writing ability while facing college entrance examination marking requirements, and try to find teaching strategies to promote English writing.In order to understand senior two students and the current situation of teachers’ emotional teaching, the author makes a research by comparing students’writings and interview, taking senior two students and teachers in Ankang JiangBei senior high school as objects of study. I select two classes the author teaches and some other80students in another class in the same grade with more than180pieces of their writings as the research objects, through questionnaire survey and interviews, the authors finds main problems existing in English writing in senior high schools and the factors affecting students’writing, such as the students’ interest in learning, vocabulary accumulation, self-confidence, as well as the fear of English Writing. In the survey of students’ writing, the authors notices that many students do not pay attention to the usage of punctuation and letters used in the incorrect case, write sentences in composition greatly affected by Chinese habits, do not grasp key points for subject of the composition and lack transitional and connectional words in writing, etc, which are bound to become factors affecting students to achieve high scores in writing of college entrance examination. The author insists on adopting methods with targeted practices of writing for the three classes in survey during a year-long teaching work, for example, asks the student to look and write first to accumulate simple words and sentences and further let students learn to write all kinds of log and at the same time, expands students’ reading to enlarge vocabulary, sentences and grammar, etc. During this period, the teacher irregularly holds writing competitions to reward students for outstanding writing or making great progress, and in the third year asks students to accumulate transitional vocabulary and sentences by referring and learning composition with full marks in college entrance examination.