Relying On The Essay Writing Of The College Focusing On The Teaching Of "Process Writing"

The theoretical basis of process teaching is the theory of communication,which holds that the process of writing is actually a kind of intergroup communication.Instead of writing the author's own action.It puts the focus of teaching on the students' writing process and writing ability,and fully fostering the students' thinking ability.The teacher's guidance also runs through the whole process of writing until the final writing.In this thesis,the author from the students in the college entrance examination students writing practice,prepare to discuss the text as an example,from three angles to the "three project" to break through,are argumentative moderators conception,style construction pattern of argumentation and the development level of argumentation.Focusing on these three aspects,and taking the college entrance examination as an example,this paper further expounds the importance of process writing teaching for students to cope with the composition of the college entrance examination and improve their writing level.On the process and the process of teaching writing,expansion is divided into the following several stages,the first stage is the idea of the students write,refers to the writing before doing the preparatory work,including the prewriting,reading all kinds of information,collect information,determine the theme,list the problem etc..The key is to guide teachers to teach students to correct various mining themes explore topic skills.Although the writing skills are different,the final analysis is to provide the author with many different thinking angles with the nature of activation.Therefore,the teacher's task is to inspire students to the first topic,how to start thinking on the topic or topic sentence,how to develop their interest in the subject matter etc..Secondly,according to the problem to help students identify each section of the content,list the writing problems.Finally,guide the students to write all kinds of information that are related to the subject.The second is the students' writing stage.In the first draft,students express their ideas in words.Teachers should instruct and encourage students to use the words and sentence patterns that have just been learned,so that they can learn and use them in the actual application process,so that we can consolidate and expand vocabulary and acquire more basic knowledge.When guiding students to do paragraph writing,teachers should also follow the students' ideas,or talk or ask questions to help them complete their ideas.To tell the students closely,focus,don't care about any grammar rules and words.Otherwise,the students blindly deny the things that have just been written on the paper,so that their ability to excavate the subject is limited.It is not advocated that the content of grammar,punctuation and words should be included in the scope of thinking at the beginning of writing,not because those contents are not important,but because the time is not yet ripe.The process of writing is not based on grammar,organization structure,punctuation and vocabulary,but to bring these technical details into the revision stage.Again,it is the stage of revision.It refers to the stage for students to organize and improve their composition.This stage can be divided into two steps.In the first step,students review each other.The students were divided into 2 or 3 groups to evaluate their students' compositions according to the questions raised by the teachers.These problems involve most of the content of the composition and less on the form of writing.After answering these questions,let students write written reviews for reading articles,or point out errors in grammar points,then discuss,ask questions and agree on revision.Teachers can make a tour between each group,but do not interfere too much,and only answer questions or instruct the students who ask questions.Students' mutual evaluation belongs to peer feedback.Peer feedback can positively affect students' psychological activities,make them aware of the existence of readers clearly,help find problems that they can't find,and be willing to accept them,and enhance their timeliness in correcting mistakes.The second step is to combine Fan Wen teaching method with process teaching method,that is to say,in the process of student's writing,when they really need help,show them the model essay,which is ideal.The teachers guide the students to analyze the thinking clues,the expression of the theme,the connection of the sentences and the transition of the paragraphs so that the students can understand the skills of writing.The next is the rewriting phase.In the stage of rewriting,finishing and writing,teachers should make students understand that rewriting is one of the stages of writing,rather than punishment for poor writing.Instruct students to revise and rewrite the articles according to their students' revisions,drawing on the writing skills and characteristics of the model,complete and recuperate their own ideas.At this time,teachers should also encourage students to change the content,and can also be set up to rewrite the forefront of the topic,explaining the content of the increase or decrease.In this way,after rewriting,absorbing other people's experience and expanding their ideas.I believe that the students' writing level will be improved.The last stage is marked.The traditional marking is the existence of serious defects:between teachers and students is not up to the real exchange,teacher comment too much on spelling,punctuation,grammar,syntax and wording,but neglected to examine the contents of the article.Review after composition to express the thoughts and contents of the original and not much difference between,so that students feel very boring.In order to change this situation,the author adopts the following methods:1.change the status of the teacher evaluation as a reader.In exchange with the author's point of view,as the students sitting in front of you,the correct view of the remarks "good" and "I agree";ask for read do not understand,to help students develop a keen sensibility for readers,feel responsible for the reader.In this way,students can feel the concern,respect and attention from the teachers,so as to treat the composition more seriously.2.less annotation error.Many teachers believe that the more detailed the student's composition is,the more responsible they are to their students.The more students can realize their mistakes as soon as possible,and correct them.In fact,perhaps the opposite view is right.Because the teachers don't miss all the mistakes,it will make the students feel their weakness,even disheartened and unpleasant.For this reason,teachers only have to mark out two or three types of errors each time,and the errors within this range can be temporarily ignored.However,serious errors such as unclear thinking or unidentified themes should be corrected in time.At the same time,we should try to find out the merits of students' writing and praise and encourage them,so that we can have a clear understanding of their strengths and weaknesses,so that we can improve their interest in writing and help them in their writing.Finally,I will reflect on the advantages and disadvantages of this research from the perspective of teaching effect,and put forward the future research plan,and discuss the theoretical and practical significance of this research.