| Compostion teaching in high school, argumentative writing teaching haven’t form its system due to the lack of overall planing. It caused the argumentative writing teaching scattered, which not only bad for scheduling and rational teaching, but also bad for cultivating students’ wrting ability.Students often meet the following problems when writing compositios. Firstly, the topics are not clear, stray from the topic or no arugment in their writings. And then, there aren’t new or creative arguments in their writings. Many of the arguments are normal or ordinary examples. What’s more, students’ verifying abilities are weak. Basically, their writings are arguments points and their arguments without verifying. Their writings are poor, and far away from literary grace. Students are short in stylistic awareness as well. Usually, they give narrative or prose compositions asked to hand an argumentative writing. Finally, students are weak in critical thinking. It shows in their writings, which are unlogical and segmentary, In order to change there writing defects, and improve students’ writing abilities, the author try to make the argumentative writing teaching in its order according to some rules. Based on studying the related papers at home and abroad, the author makes it clear about the orderly teaching of compostiont teaching. Based on the constructive theroy, discovery learning theory and process learning theory, the paper takes the high school students’ writing abilities as the goal. Meanwhile, the paper takes the requirements of new curriculum on writing and the teaching writing materials into consideration. Together with the college entrance examination score of writing requirements formulated the following sequence of writing:During the first semster of senior one, students are going to build up some declarative knowledge and argumentative wrting materials, and form a broad knowledge about argument. During the second semster of senior one, students are going to build up some arugmentative methods. Students’ writing thinking thoughts are training during the first semster of senior two. The task of the second semster of senior two is to teach students’ how to open and distrubute and end their writings. Students are asked to write their writings in a deep way during the first semster in senior three. They are taught to write in diiferent ways during the last semster of their high school career.This thesis looks forward to providing some implications to Chinese teachers through establishing the equence of argumentative writing teaching, so as to improve students’ writing abilities. |
