An Experimental Study Of The Process-Genre Approach To Improving The Writing Proficiency Of Senior High School Students

To better promote the English writing proficiency of the students of Wuhan No.1 Middle School, I carried out an in-depth research into the approaches to improving the effectiveness of writing teaching in Class 6 and Class 10 of Grade 2, in the course of which, the methods of questionnaire and interview are adopted. Through the questionnaire and the interview conducted among the teachers I work with and the students I teach, the progress of the two classes before and after the experiment are comprehensively investigated. By means of analysis and process of the results, the author aims to produce constructive and effective methods of improving the writing proficiency of high school students.The thesis consists of a total of seven parts. The first part gives a general introduction to the research, namely, its background, significance, purpose of the research and the organization of the thesis. The second part covers the domestic and foreign research in the field. The research findings are analyzed on both the theoretical and empirical level. The overall review of the related research findings on how to effectively improve the English writing competence of senior high school students provides a solid and concrete theoretical reference for the thesis. In the third part, the author introduces the teaching model of the process-genre approach for the experiment from five aspects -- teaching contents, teaching methods, teaching materials, teaching steps and a sample teaching plan. This part takes the classroom teaching as the basis and expounds the concrete application of the process-genre method in the classroom, and provides a practical model of classroom operation for this research. The fourth part is a detailed illustration of the research design and method, introducing six of multiple factors of the experimental study -- the choice of experimental research groups, research object, research hypothesis and research design, research instruments, and research steps. The fifth part is devoted to the analysis of the results and statistics gathered respectively before and after the experiment, the comparison between which is conductive to a scientifically rigorous analysis. The sixth part explores the solution to the common problems arising in the writing of senior high school students, aiming at putting forward constructive suggestions for improvement so that practical and effective methods and strategies can be attained from the research. In the last part, a comprehensive and convincing conclusion is arrived at based on the research findings and is discussed from four angles--the research findings, implications of the findings, limitations of the research and the suggestions for the follow-up research.The structure of this paper centers on the concept of combining theory with practice, laying emphasis on the summary and the refinement of the results and data obtained from classroom experiments. The author hopes this study can make her contributions to the enrichment and improvement of the writing proficiency of senior high school students.