Application Of Process Genre Approach To The Teaching Of English Writing In Senior Three

Writing is one of the four basic language skills and an essential component ofone’s overall language competence. With the curricular reform launched, the objectivesof the writing competence are clearly stated in the National English Curriculum forSenior High Schools (Trial). Meanwhile, the writing tasks in the college entranceexamination are changing with the development of education and the requirement forwriting is getting higher. As a result, more and more teachers and students are aware ofthe importance of writing. The main objectives of the teaching of English writing insenior three are to cultivate the students’ interest in writing and improve their writingcompetence, ensuring that they meet the minimum requirements in the curriculum andtry to reach a higher level. However, there remain many problems in the teachingprocess for sorts of reasons.In this phase, the size of the class is usually big and there are disparities in thestudents’ competence within a class. Due to the influence of some old notion, simpleapproaches, the time limit, the students’ affect etc, the teaching of writing is notefficient. The process genre approach, which is the synthesis of the product, processand genre approach, not only focuses on the writing process, but also encouragescooperative learning. It also highlights the purposes of writing and provides enoughinput through genre analysis. Though it is student-centered, the teacher’s guidance is still emphasized. Therefore, it is suitable for the teaching of writing at this stage.In this research, the author applied the process genre approach to the teaching ofwriting in senior three via the experiment to test its feasibility and effectiveness. Theinterview, the author’s observation and the data of the questionnaires and the students’scores shows that the process genre approach contributes to the teaching of writing atthis stage. Meanwhile, the after-class cooperative practice is very helpful as thestudents have more freedom to arrange their writing practice and there is effectivesupervision among the students.This thesis highlights the importance of writing, analyzes the status quo ofEnglish writing in senior three, introduces the product, process and genre approach,and their strengths and weaknesses. It also elaborates the process genre approach andhow it is applied to the teaching of writing in senior three. Besides, the thesis presentsthe data collected during the experiment and the analysis to the data based on whichthe conclusion is made and suggestions are put forward.