An Empirical Study On The Effect Of Process Genre Approach On Post-graduates,English Writing

English writing is an important skill in learning English, which shows languageexpressive ability and cross-cultural ability. The traditional writing teaching methodignores the development of students writing abilities. This thesis introduces a newteaching method—process genre approach, which combines the advantages of productapproach, process approach and genre approach. Process genre approach is acomprehensive method which excels the traditional methods. But in China, traditionalapproaches are still in the main stream in language teaching. Empirical studies mainlypay attention to the study on high school students and undergraduates.Theirresearches are almost conducted by the comparative study of the product approachand process genre approach. This research design is quite different from the past,which focuses on the study of the experimental class and the deep analysis of writingdrafts during the training process.In order to investigate the effectiveness of process genre approach on thepostgraduate’s English writing, the author made a teaching experiment lasting for12weeks. The subjects were postgraduates from colleges of politics and law in Jiang XiNormal University. The author analyzed data by both qualitative and quantitativemethods. From this study, it is found that process genre approach was an effectiveway in improving postgraduates’ writing abilities, which was analyzed in four aspects,i.e. content, language, structure and fluency. The difference between pretest andposttest was significant, which was.000(P=.000<0.01,). And the mean score ofposttest was more than10points higher than that of draft1, and t=-4.638, df=31. Thesig.(2-tailed) of the four sub-categories between pretest and posttest were all lowerthan.05, which showed a positive effect.In addition, the result of questionnaires showd that most students had a positiveattitude towards process genre approach; and they supported for the better applicationof process genre approach in teaching writing. The pedagogical implications of thisstudy were also summarized, such as, combining the reading and writing abilities,choosing the appropriate feedbacks, encouraging teachers’ multiple roles and so on.