On Application Of Process Approach In Teaching Of Writing For Non-English Majors

The teaching of English writing has gradually been given more and more attention in the last few years. However, most of the English teachers are still employing the traditional product approach to guide students to write, which results in the over-emphasis of accuracy of students'final product and the negligence of the writing process itself. Therefore, it is really hard to help students overcome and solve the difficulties and problems that emerge in their writing process. It can be said that the present situation of college English writing teaching is disturbing. Considering all these factors, only when students'writing process is optimized can students'writing efficiency be considerably improved.This thesis proposes that the process approach should be applied to teaching of writing as a substitute for the traditional product approach. The process approach emphasizes that the focus should be shifted from the product to the process; from factors as to what has been written and how it should be evaluated to aspects of how to devise a composition and how to improve students'writing competence. It views writing as a recycling process during which a writer actively participates in a series of activities such as planning, drafting and revising. Students derive pleasure of writing from experiencing the process, as a result of which their writing interest is enormously reinforced.The writer carried out an experiment which included test, questionnaire and interview with a view to proving the effectiveness of the process approach in teaching of writing for non-English majors. Based on comprehensive analysis and comparison of the experimental results, a conclusion has been made that the process approach plays an effective role in enhancing students'writing interests and confidence and in improving their writing competence. In addition, students are provided with an opportunity to communicate with each other through writing activity, as a result of which their train of thought is broadened and their expression becomes more fluent. Therefore, the process approach is worth trying and implementing in the teaching of college English writing.