A Case Analysis Of English Writing Teaching In Senior High School

In English learning, writing is one of the four important skills. It can not only help students to consolidate what they have learned, but also help them to communicate with others in written form. However, for many years, English writing has always been a problem for teachers and students in senior high schools in China. When students write a composition, they feel that they do not know what to write and how to write, or they make mistakes of all kinds. All these prevent them from getting good marks and improving their writing ability, which contributes to their losing interest in English. English teachers also worry about this.To solve these problems, many professors and researchers at home and abroad have done many researches in some aspects to try to find out proper ways to teach English writing. By now, there are many writing teaching approaches, such as product approach, process approach, genre approach, communicative approach and length approach. They have proved that they are practical and feasible in some ways and for some students. However, all of them have received not only approval, but also opposition from many teachers and professors at home and abroad. Then what do the real English writing classes in senior high schools in China look like? How do English teachers teach writing? Whether do they use the above approaches? If they use, to what degree do they use these approaches? What kind of class should be a proper writing class in senior high schools?Through an interview and cases study, the result is that these writing approaches are not totally feasible for senior high school students. A proper writing class should give enough input and many opportunities of output. By designing some contexts and some activities, the class can be more vivid and effective. The comment on the writing should be detailed and encouraging. Besides, when teaching other parts of each module in English textbooks, the teachers had better link them together and pave way for writing class beforehand. From the students'reflection, questionnaires and their writings, it can be concluded that teaching writing in this way is a proper way.