The Application Of Process-Genre Approach In Improving English Writing Ability Of The Third Grade Students In Senior School

English writing has always been a difficulty in language teaching. Although the English level of high school students has been improved significantly in recent years, the English writing teaching still needs an effective teaching method. In the teaching practice, the traditional teaching method is still used commonly in most of the English writing teaching. In the recent years, the English writing requirements in NMET are getting higher and higher. Open-type writing requires students not only to pay attention to the accuracy of the language but also to concern about the structure of the discourse and the coherence of the language.Considering the actual situation of students in teaching, the author made adjustments and improvements based on the teaching steps of the process-genre approach. Firstly, make use of model essays flexibly to cultivate students' ability in discourse analysis; secondly, enhance training of writing skills in five aspects: discourse schema, content, coherence, language appropriateness and lexical grammar, so that students can form the model of writing in different genres. In the research the author put forward the following three questions: 1) What's the students' response to input of discourse schemata of different genres given by the teacher? Can it help students express their points of view around a certain topic in English writing? 2) Is the process-genre approach more efficient in improving of English writing ability of the third Grade students in senior school compared with the traditional writing method? If so, to what degree? 3) What are the changes of students' attitudes to English writing through the process-genre approach? In the research, tests and questionnaires are adopted. Aiming to answer the questions above, 102 students of Grade 3 in Guiyang No.3 Experimental High School are selected as subjects. After the experiment, the author use SPSS to analyze the data. It can be seen that the students' interest in writing has been improved by adopting the process-genre approach, which corrected the attitude of writing, changed the bad habit of writing, enhanced the consciousness of students' writing activities, established the models of English writing of different genres and improved the students' English writing.