The Application Research Of The Process Genre Approach In High School

English writing is an important skill for English learners to master.It is the output of the language they have learned.Learners can express what they are thinking based on what they have learned.In high school of China,students often write a composition about a topic in English in a limited time and limited numbers of words.In Gaokao,college entrance examination,the English test paper has a full score of 150 and students can get 25 points at most in the part of English writing.so it is very important to improve students’ English writing skill in high school.Many people have done many researches on how to help students improve their English writing skill.But there are few researches based on the minority area of Guizhou Province.In terms of the previous students’performance in Gaokao and the author’s teaching experience for several years,English writing is a very difficult part in students’ English learning,especially the students of the Southeast of Guizhou Province so that most of the students in Guizhou province are not good at English.For example,students have an average score of 74 in English exam of Gaokao in 2016.It is about the half of the full score.The students of Guizhou province have an average score of 12.4 in English Writing,but the students of the Southeast of Guizhou province have an average score of 11.5 in English Writing.Therefore,in this paper,the author will put forward some English writing teaching procedures based on previous researches according to the Process Genre Approach(Badger&White,2000).The procedures include model analyzing,imitative writing individually,error correcting cooperatively and revising.Taking the students of Kaili No.I Middle School in Southeast of Guizhou Province as an example,the author did an experiment about English writing teaching.In this experiment,there is a questionnaire survey and an interview for 150 students and a pretest to learn about students’ attitude towards English writing and their learning in English writing.Then,according to the suggested teaching procedures based the process genre approach in this paper,the teacher gives English writing lessons in experimental class while the teacher gives traditional English writing lessons in no-treatment control class.After experiment,there is a questionnaire survey,a post-test and an interview for 6 students to know about whether the experiment has a positive effect on students’ English writing.Finally,there is a reflection about the disadvantages of this experiment and some suggestions on English writing teaching in high school.The experiment lasted three months.After analyzing the results of the questionnaire survey and the interview,the author found that most of the students in experimental class had got some English writing skills and had a more positive attitude towards English writing and they were more confident.According to the analysis on the results of pretest and post-test,the mean of the post-test in no-treatment control class was 14.1875.And the mean of the post-test in experimental class was 15.8013.About the post-test,p=0.030<0.05,which shows that there is a significant improvement of the subjects’ writing in the experimental class.Besides,according to students’ English writings,there were more students in experimental class who had less errors in grammar and whose handwriting were improved.They had better structures in their English writings,which included more complex sentences.In the experiment,although the differences of the post-tests are minute and there are some insufficiency in the research,it pointed out the direction for the author to teach English writing in high school and made the author not teach aimlessly.In the future,the author will help students build confidence for English writing,strengthen the input in English writing teaching,pay attention to the feedback in the classroom,make students practice more in English writing in limited time and reflect promptly after class.