| Continuation writing is a new type of writing task emerging in recent years,which has become one of the writing testing forms of the college entrance examination in Zhejiang province since 2016,and it will also be included in the college entrance examination in other provinces gradually.Therefore,how to teach continuation writing,compared with traditional writing,has become a major challenge for many in-service teachers.In order to help solve the difficulty of teaching continuation writing,this study puts forward the suggestion of applying process-genre approach,which integrates the merits of process approach and genre approach.Process genre approach divides the writing process into several stages,including analysis of model essay,group brainstorm,independent writing,editing and revising,reflection after writing and so on.This approach is student-oriented and focuses on the writing process,emphasizes the importance of language input,imitation learning,and social context,guides students to master the typical features and structure of the narrative genre,and understands the construction process of a text,so as to help students understand and write a certain genre of discourse.This research applies process-genre teaching approach to senior high school English narrative continuation writing teaching,aiming to answering the following questions: 1)What effects does the process-genre approach have on the content of high school students’ narrative continuation writing? 2)What effects does the process-genre approach have on the language of high school students’ narrative continuation writing?3)What effects does the process-genre approach have on the structure of high school students’ narrative continuation writing?In order to answer the three questions,this research selects two parallel classes of a four-star senior high school in Nanjing,totally 106 senior two students as the research subjects,and conducted a 12-week-long teaching experiment.In the experimental class,the process-genre approach teaching approach was applied,while the control class used conventional product approach.The author conducted writing tests among students of the two classes both before and after the experiment,then carried out questionnaire surveys in experimental class and chose some students for interview after the experiment.SPSS 25.0 and Coh-Metrix 3.0 have been used to analyze the collected data,combined with interview results to qualitatively and quantitatively explore the changes on students’ behavior patterns of writing and investigate the influences of the process-genre teaching approach on the narrative continuation writing abilities of senior high school students.The results of this study show that: process-genre teaching approach can help students develop good writing habits and effectively improve the overall ability of high school students in narrative continuation writing.Firstly,process-genre teaching approach has a positive influence on the content aspect of high school students’ narrative continuation writing,for students can enrich the plot and content of the story,and the plot unfolds reasonably and logically.Secondly,process-genre teaching approach can effectively improve the language of high school students’ narrative continuation writing.Students can use a variety of vocabulary and expressions in continuation writing,and reduce the sentence syntactic similarity of the passage,but there’s no significant influence regarding language accuracy.Thirdly,process-genre teaching approach can effectively improve the structure of high school students’ narrative continuation writing.The continued two paragraphs tend to be similar in length,and the structure of the article becomes clearer and easier to read.Students can use a variety of cohesive methods to keep the passage coherent,but the overall cohesion and coherence within the whole passage is lower than that within the continued paragraphs.Based on this research,the following conclusions can be drawn: 1)Process-genre can be promoted in continuation writing teaching,teachers can select and construct specific teaching procedures suitable for their class according to the actual situation.2)Although most of the continuation tasks are currently based on narratives,however,narratives are very flexible.Teachers can integrate continuation tasks of similar topics or plots.3)During the teaching of continuation writing,teachers should emphasize genre characteristics and in-depth analysis of discourse,especially the language patterns and logical relationship between paragraphs and sentences,and emphasize the teaching and practice of basic language knowledge to help students produce better continuations.4)In the peer review process,some students’ ability to critically analyze the compositions of their classmates is quite limited,so to facilitate effective evaluations,teachers should show students the scoring criterion or give an example of editing.This research has probed into the effects of process-genre approach on students’ English narrative continuation writing ability and behavior habits of writing,and has put forward relevant suggestions on the specific implementation of continuation writing teaching,which can offer certain reference for high school English teachers.However,this study also has limitations such as short experiment time,small sample size and so on. |
