An Empirical Study On Application And Effects Of The Implicit Graded Teaching Pattern Of English Writing Teaching In Senior High School

English writing teaching is considered to be one of the most important contents in English teaching. Nowadays, traditional teaching model couldn’t meet the needs of students who are at different levels. So, English teachers need to find a more effective way of teaching writing.Implicit graded teaching is a form of graded teaching pattern. It was brought to China in 1990 s. Basing on “Individualized Principle”, “Mastery Learning” and so on, it pays attention to students’ individual differences and meets the needs of different levels’ students, so as to improve students’ English proficiency. In this paper, implicit graded teaching is brought into senior high English writing teaching.The research questions in this experiment are:1. Firstly, can implicit graded teaching pattern arouse students’ interest in English writing?2. Secondly, can implicit graded teaching pattern improve students’ English writing proficiency?3. Thirdly, what effects does implicit graded teaching separately have on the English writing proficiency of each group?(Three groups: Group A composes of top learners. Group B composes of average students. Group C composes of students having difficulty.)The experiment was carried out in Chaoyang First Senior High School in Liaoning province and lasted for one term from September, 2015 to late December, 2015. The subjects are 100 students selected from two natural classes of Grade 2. Class 16, as the experimental class, is taught by the implicit graded teaching. Class 15, as controlled class, is exposed to the traditional teaching approach. And the students of the experimental class are divided into three different levels implicitly(A, B and C) according to the result of the pre-test. The author teaches the two classes’ English writing lessons. A questionnaire is used in the study to investigate students’ writing interest before and after the experiment. Meanwhile, pre-test and post-test are used to investigate students’ English writing proficiency before and after the experiment. After collecting data, the results of the experiment are analyzed by SPSS 17.0.The results of the experimental data analysis show that students’ English writing interest and proficiency have been improved in the experimental class.