Reflection On The Application Of Process Writing Model To English Writing Teaching In Senior High School

As we all know that the four skills in English are inseparable, English writing ismuch more important. With the increase of writing proportion in College EntranceExamination in China, we can see that English writing has its significant position inEnglish teaching. However, the teaching of English writing is not optimistic. Duringthe teaching practice in Chongqing Wulong middle school, the author found that someteachers have no writing teaching plans or do not design a writing practice in class, andmany other teachers still adopt the traditional teaching methods which the teachersgive the assignments, students finish the writing within the specified time, and thenhand their compositions to the teachers, wait for them to be scored. The result is thatthe students are lack of interests in writing, complain that their writing ability are notimproved; the teachers complain that their teaching has no effect. How can we find asuitable method to help students to develop their interests in writing, improve theirwriting ability? It’s the urgent problem.According to the present situation, the research problems of this paper are:1. Whether the process writing model is applied to English writing teaching inSenior High School;2. Whether the process writing model can arouse the students’ interests in writing,improve their writing abilities;3. This paper attempts to explore an effective and practical teaching method.Under the theory of process writing, this paper uses Senior English for ChinaBook1and Book2as the teaching materials, takes the students of class2grade ten inWulong Middle School of Chongqing as the teaching objects and conducts anexperiment research, and reflects on the research result.The research lasts for five months, process-writing model is used in experimentalclass. The whole research is based on experiment, directly observation, and interviewswith the students. Finally, this paper gets the experimental results according to theteacher’s teaching observations and the students’ answers to the interviews. The research shows that the process-writing model is more effective thantraditional product approach in senior English teaching class. But it still has somelimitations. English teachers should make appropriate adjustments according to theactual situations of their classes so as to use process writing approach more effectivelyto the English writing teaching.