A Case Study Of High School English Writing Teaching Combined With Process Method And Result Method

English writing plays a very important role in English learning in Senior High School. According to the new curriculum standard, English writing requirements are higher than before, so for high school students, how to better English writing has become more and more important. But many students' English writing situation is not optimistic, their writing is still weak, the main reason for lack of writing ability isthat most teachers are still using the traditional product approach. Therefore, this paper attempts to combine the process approach and product approach to provide the teaching of English writing with an effective and practical solution.This study uses the method of narrative research, through classroom observation,student narrative (diaries and interviews) to collect research data, and analyze the data collected and interpret the result of the research.The problems that the study attempts to study are:1) How much can combining process approach and product approach to English writing teaching stimulate the three students' writing interest ?2) How much can combining process approach and product approach to English writing teaching improve their writing confidence?3) How much can combining process approach and product approach to English writing teaching method effectively improve the three students' writing ability about the content and the language?The theoretical foundations of this research are humanistic theory, cooperative learning theory and motivation theoryThrough the research, the author found that: (1) The combination of process approach and product approach can stimulate the three students' interest in writing greatly.(2) The combination of process approach and product approach improves the three students' writing confidence greatly. This approach really changes their attitude to writing and faith. This new approach focuses on not only the development of the mind,but also the accuracy of the language,which helps to build up their confidence in writing. (3) This research shows that the three students' writing ability has been greatly improved after using the approach. First of all, they benefit from cooperative learning. Secondly, the whole process of writing in the new method is always centered on students. The students are actively involved in different stages of writing. They not only continue to improve their work, but also learn a lot from others. Finally, they benefit from writing outline. Therefore, students can use this approach in the exam,and can better organize their compositions. So this new writing teaching approach can help them save time, and get higher scores in the exam.The implications of the findings for teaching English writing are: first of all, to use brainstorming in the writing process; secondly, to correct treat students' writing errors correctly; thirdly, to create a low pressure learning environment; finally, to change the role of teachers in writing.