Research On The Transition Of English Writing From Junior High To Senior High

With the theory of Meta-cognitive strategy, the students are instructed for senior English writing for the whole year. The author makes full use of the school teaching environment for Senior one Class 22 and Class 23 which are two parallel classes, with one is taught by the traditional English writing teaching, while the other is learning Meta-cognitive strategy, to investigate and answer three questions.1) Do the students strengthen their awareness of Meta-cognitive strategy after training? 2) Do the students have the different level awareness of Meta-cognitive strategy among the students with successful writings and unsuccessful ones? 3) Do the trained students improve their writing levels? The training includes several stages. First, the teacher makes a report about the information of Meta-cognitive strategy for the students in Class 22 (the trained students). Second, the teacher trains the trained students to write a short paragraph about the unit topic within 50 words. Third, The teacher leads the trained students to be familiar with the topic writing in each unit in class. Fourth, the trained students fulfill the writing tasks after class with the Meta-cognitive strategy guiding questions.After the training of the whole year, comparing the effect on the students in the two classes, the author makes conclusions as the followings:1) The trained students improve their awareness of meta-cognitive strategy.2) The training or Learning meta-cognitive strategy is effective in improving students’ writing level.3) The improvement of meta-cognitive strategy is more evident to the students with successful writing.