| English writing is one of the basic skills required for an English language learner. The newcurriculum reform made higher requirements on senior high school students’ English writing, which notonly requires students with the correct use of vocabulary, grammar and sentence patterns of languageability, but also requires them with the organization ability of choosing appropriate language according todifferent genres and different context. This arouses many high school English teachers’ attention totraining for students writing ability.However, for a long time, in Chinese senior high school English teaching, both the teacher andstudents did not realize the importance of English writing, thinking English writing teaching costs moreenergy and time but less payoff. The so-called English writing teaching is just the process that studentswrite and the teacher revises. As a result, many students lost their interests in writing and fear writing.Their compositions always are content-empty, disorderly-organized and unclear. Therefore, seeking aproper and effective ways for writing teaching to improve senior high school students’ English writingability is particularly urgent and important.The traditional English writing teaching mode always is the product approach. Although it is helpfulto improve the students’ writing performance in the short term, it cannot meet the requirement of NewCurriculum Standard for improving students’ writing ability. Relatively, the process genre approach is aproper combination of several teaching modes. It focuses on knowledge input, cultivate writers’ writinginterest, train their writing skills and make students understand the real purpose of English writing.The present study intends to bring the process genre approach into English writing class of seniorhigh school.126students from two classes have participated the teaching experiment. At the beginning ofthe study, the first questionnaire and the pre-test are designed to get the information on students’ writingsituation. After two months’ writing teaching with the process genre approach, another questionnaire andthe post-test are done. Finally, by comparing and analyzing of the results of the questionnaire survey andwriting tests to verify its practicality and effectiveness, the process genre approach is proved that it canenhance the students’ writing confidence and can improve the students’ writing ability. Afterwards, theauthor also puts forward the limitations of the process genre approach for English writing teaching insenior high schools and some personal proposals. |
