The Research Of Argumentative Writing In Senior High-School

For one of four basic abilities such as "listening, hearing, reading and writing," writing ability has always been the study of language teaching has been the focus of attention. in the modern society, Information-based high-speed operation, a lot of information, views need to be verbal or written form express people's writing skills and thinking ability has made new demands. To talk as the main expression of the teaching of argumentative writing, in favor of a written expression of students the ability to train our students to the abstract logical thinking, teaching writing in high school to occupy an important position.In recent years, some researchers put forward the "watered down style", making the concept of the original writing style and writing have changed teaching methods, the paper comments on the senior high school text, writing and teaching carried out a number of empirical studies, inspection of the pupils in discussion Writing the problems existing in the teaching of teachers in the process of writing some of the practices of analysis, theory and writing with the relevant experience in teaching effective writing, writing text for the discussion of teaching to make some strategic recommendations.The main thesis of five main parts:The first part of this paper is to study the background and significance of topics to study and research purpose.The second part of the "argumentative" and "writing" concept to define, both at home and abroad to study summarized the current status of writing.The third part of the focus of discussions from the senior high school text, writing and teaching carried out two empirical studies, including research questions, research design and methods, a survey of students and two teachers on an analysis of the interview process.Among them, the discussion of high school students survey the text writing from knowledge of the writing, writing motivation and interest in all aspects of the writing process difficult, as well as students of declarative knowledge and procedural knowledge, strategic knowledge, learning, etc. start. Writing on the front line teachers in the teaching of the concept of research from teaching, instructional design, instructional design, etc. to guide the interview process.The fourth, the five-part writing to the relevant theory, both at home and abroad to learn from their experience in teaching writing, from "Why write" "write what" "how to write", the text of the discussion to reflect on teaching writing for my high school teaching argumentative writing a number of strategic recommendations.