English Writing Difficulties And Writing Strategies Of Senior High School

English is an important course at school. And English writing is the most difficult part ofall English basic skills. The checking of writing ability in college entrance examinationembodies in two parts, the writing part and correcting part. These two parts share a quarterscore in English test which shows the vital place of writing in English learning. However,students’ overall level is far from the expected level in their examinations. Though highschool students have mastered enough grammar rules and English words, they still havedifficult in accomplishing a composition with full content and clear thought.In recent years, educational reforms have attempted to alter the situation. Also teachershave tried their best to improve their teaching. That’s because English writing ability concernsone’s exam results and is the reflection of English proficiency. With the rapid development ofsocial economy, practical application of English urges people to pay more attention to English.Language is to communicate and writing reflects one’s language capability precisely.The author firstly analyzes students’ English writing of senior two in Songxian No.1middle school. With the help of related research achievements about writing difficulties andwriting strategies, and knowledge of constructivism and output hypothesis, the author makean assumption in this paper. The primary task in the essay is to confirm students’ maindifficulties in writing. Next the teacher will give a systemic training specifically toexperimental class in English writing course. After the final examination, the author willcontrast scores of two classes. The assumption is that the experimental class will performbetter than the control class.In this survey,93%students think they often meet problems in writing. The author findsthat grammar and vocabulary are the two main difficulties after an analysis of their questionnaires and interviews. People usually think these two aspects should be mastered verywell. But that’s not the case in reality. Of course students meet some other problems likeChinglish, confused logic, insufficient coherence. As to writing strategies, students use themmore or less without clear understanding about the scope or nature. After the interview toteachers, the author concludes that most of the students hate writing, not to mentionimproving themselves by reading and reciting. Teachers admit that they often neglect writingbecause of heavy teaching tasks.Sousa once said students’ ability of accepting and storing information depend onteaching methods to a large extend. So the author hopes teachers can train studentsconsciously. Students need to be confident and train themselves automatically in writing.