A Case Study Of The Influence Of Ielts Writing On Senior High School Students’ English Writing-From The Perspective Of Memetics

Based on memetics, this thesis is focused on in what ways and to what extent the teaching of IELTS academic writing Task Two affects the subjects’ English writing in senior high school. To outline the whole thesis, the author has offered research needs,theoretical basis and related results.As for research needs, writing, is often referred to us as important as three other skills, i.e. reading, listening and speaking. However, the reality in senior high school draws a totally different picture. For one thing, speaking has not been part of the College Entrance Examination. And as the input-skills, reading and listening are relatively easy to improve. For another, the score system(writing takes up one fifth of total marks in English tests in Zhejiang Province), as well as its high level of difficulty, more or less leads to the unequal focus on the three parts. Therefore, teachers unanimously give more emphasis on writing.In terms of theories, memetics has evolved into a mature one. Analogously to genetics which explains biological heredity, memetics is used to explain cultural transmission. In the language learning field, the theory has also been widely studied and employed. Its effectiveness on English writing has also been proved.Integrating actual needs and a widely—accepted relevant theory, the author conducts the case study in Zhejiang province. Three senior high school students who are preparing for both IELTS and college entrance examination are chosen. In the research, they have received a systematic teaching of IELTS academic writing Task Two. By means of four main research methods: data studies, interview, case analysis, and contrastive study, the author explores in what ways and to what extent the teaching of IELTS academic writing Task Two affects the subjects’ English writing. And it concludes that when IELTS academic writing Task Two is taught systematically, students’ writing levels in senior high school are positively affected. Specifically, their answers to writing questions are better responded and organized; the lexical and grammatical range and accuracy are improved.