The Application Of Process-genre Approach Based On Recitation In Senior High School English Writing Teaching

Writing plays a vital role in high school English teaching, for it is not only a goal anddevice of English teaching, but also an essential criterion to judge the teaching quality.However, teaching and learning writing remain difficult for teachers and students. This isdue either to the teaching approached adopted or the way of assessing students’ writings.Problems in students’ writings include their poor command of the basic languageknowledge, the negative influence of Chinese writing habits, and a lack of adequatewriting strategies. The recitation and process-genre approach are good and effective inmany instructors’ eyes, though both have their defects. The recitation approach is said tobe time and energy consuming as a result of lacking teacher intervention, while as acombination of the advantages of product approach, genre approach and processapproach, the process-genre approach lacks sufficient language input and students do nothave enough inner language resources.Based on the above understanding, the author of this thesis puts forward the model ofteaching writing by combining the recitation and the process-genre approach, asserting thatthe two approaches can complement each other, leading to better teaching results. Thisteaching model combines inside class teaching, outside class input, and formativeevaluation.。This approach emphasizes students’ imitation consciously and analysis ofmodel text as well as summarizes the genre structure and language features of discourse. Itwill provide a new perspective and ideas by applying the knowledge in practice. In writingprocess, students learn not only language but also writing skills. Students and teachers getthe knowledge and skills from the model text. During the teaching process, teachers andmodel text have guiding function and students tend to involved in the writing processactively. Besides the survey and the interview， the contrastive method is adopted in theresearch, and after the experiment, all the data are processed with the help of SPSS forwindows12.0and Microsoft Excel. The results show that the process-genre approachbased on recitation has a better effect on the improvement of the students’ writing skillsthan each individual approach. They also indicate that most students gain noticeableconfidence in English writing and develop fine writing habits and strategies, which areshown in their better quality writings and their answers in the survey and interview.