The Process-genre Approach To Teaching Writing In Senior Middle School

Nowadays, English is more and more widely used in the world .With the reinforcement of the international intercommunion, the communication function of language is gradually emphasized. Writing is an important communicative skill. The New Curriculum for Senior English Teaching requests that we should not only develop students'ability of language use, but also improve students'ability of thinking and expressing in English. However, acquiring the writing skill seems to be more laborious and demanding than acquiring the other three skills , and many students cannot get satisfactory marks in NMET. Therefore, teachers should pay more attention to teaching writing. Writing, unlike speaking, is not an ability we acquire naturally, even in our first language - it has to be taught .But teaching writing is not just about grammar and spelling. Unless L2 learners are explicitly taught how to write in the new language according to some writing strategies, their writing skills are likely to get left behind as their speaking progresses.Here the study aims to find the problems the students usually have in their writing and how to improve their writing ability.In this thesis, the author introduced the background and significance of the research, the current situation of writing in senior middle school, including the problems of English writing teaching and major problems in students'writing and the causes of the errors. Language learning strategies and the input hypothesis were reviewed. Besides, this thesis analyzed the strengths and weaknesses of product, process, and genre approaches to writing in terms of their view of writing and how they see the development of writing. Based on an experiment carried out in the author's own school, it turns out that the process-genre approach works well in improving the writing ability of the senior middle school students. Then the author made clear the limitations of the approach and the further research in this field.However, the study in this thesis is by no means exhaustive owing to the limitation of resources, references and time .Some other problems are assumed to be the factors affecting the development of students'English writing ability and worth further studying.