| English writing ability is an important skill in English learning,to train students to express their thoughts in English in writing.The ability to convey information is particularly important,and the development of writing skills can promote the development of listening,speaking and reading skills.However,there is neither independent unit content on writing,nor teaching and guidance of writing strategies in middle school English textbooks.Therefore,junior high school English writing has not been paid enough attention by teachers and students,which directly leads to poor English writing ability.Especially in the writing of paragraph structure,due to the lack of special training,the students do not know how to determine the topic sentence,resulting in the other sentences in the paragraph can not be launched in one direction.And the structure of the whole passage are not clear and coherent,the topic sentence will deviate from the topic sentence in the process of writing.Secondly,the students write sentences,and it is very difficult to find the relevant words between paragraphs,so they are in a lack of reasonable cohesion between the upper and lower sentences and paragraphs,make the text structure is not strict and compact.How to improve the teaching of English writing and improve the students' English paragraph writing level has become a common concern of English teachers.Therefore,in view of the present situation of English writing problems faced by junior high school students,this study applies parody writing to the teaching of English paragraph writing on the basis of input hypothesis and output hypothesis.On the basis of exploring the influence of model writing model on junior high school students' English paragraph writing level and writing interest,a practical method is found for junior high school students to improve their English writing skills on the basis of basic learning.The subjects of this study were 78 students from Class 1 and Class 2 in Grade 8 of Helinger County,Hohhot City.The author has adopted the writing teaching mode of "model writing" for the two classes,and has carried out 10 weeks of model writing training,Then,the writing scores before and after the imitation training were compared with a parallel Class 4 in the same grade,which were randomly selected.And then compare whether there were accurate topic sentences and valid support sentences in the paragraph and whether the appropriate relevance words could be used in the paragraph.This study mainly adopts the empirical research methods of interview and writing test.This study includes the following three research questions:1.Can students produce a clear and exact topic sentence by the model imitation writing training?2.Can Can supporting sentence effectively support the topic sentence?3.Can students use proper transition words?Through the comparative analysis of writing achievements before and after imitation writing,this paper studies the changes of writing level of the students in the class before and after the training of imitation writing.Interviews were conducted after training in order to understand the students' attitude towards the writing teaching mode of "imitation writing".The results show that the teaching mode of "imitating writing" not only enables students to produce clear and accurate topic sentences in each paragraph,but also extends closely around them.Most students can also use appropriate relevance words between sentences.On the whole,the writing scores of the class participating in the model writing training are much higher than those of the class without the training.In addition,the students' writing interest and enthusiasm have been improved by interview.This study is of great significance to the teaching of English writing,and it is hoped that more scholars or first-line teachers will carry out a further study in this field,and find out more about the teaching of English writing in junior middle school. |
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