A Study Of The Application Of Process-genre Approach In English Writing In Senior High School

It is a big problem for students to how to write a composition of English in high school.What’s more,basic education requires that students should develop the comprehensive quality and ability of English,emphasizing students’ core quality.Core literacy includes language ability,which is an uncontrollable and stable characteristic of students and needs to be honed over a long period of time.The language ability is that students can speak the sentences in accordance with the grammatical rules,identify and analyze the ambiguous sentences,and distinguish the sentences from different semantics in different contexts.Therefore,because of the new curriculum reform,it is necessary to apply the process genre teaching method to improve students’ English writing.It not only can foster students’ ability of English writing from five aspects in listening,speaking,reading,writing and looking,but also can enhance their comprehensive ability of English.Scholars at home and abroad are constantly exploring new teaching methods in order to solve the problem in English writing.Based on the focus on the whole process of English writing,this study takes the model reading and genre analysis as the carrier and the input-output theory and the cognitive process theory of writing as the theoretical basis to introduce the process genre teaching method to the English writing class in high school,and conducts a study in combination with teaching cases.Attempt to solve the following two problems:1.How to apply process-genre approach to English writing teaching in high school?2.What is the influence of process-genre approach on high school students’ interest in English writing?3.What is the influence of process-genre approach on high school students’ English writing ability(writing content and structure level)?This research was carried out among110 students from Class 19 and Class 10 of Grade1 of Chongqing Dian Jiang Middle School.Class 19 of Grade 1 was the experimental class and Class 10 of Grade 1 was the control class.In the process of research implementation,Class 19 of Grade One adopted the process genre teaching method for teaching of writing,including three steps: input-stage of writing,while-stage of writing and output stage of writing.The traditional method was adopted in Class 10,Grade 1.Relevant experimental results were obtained through pre-and post –test writing scores,questionnaire surveys and student interviews.We found that:(1)Process-genre approach can be used in English writing class in high school as the following ways:In the input-stage of pre-writing,the teacher and students read the model essays together,then the teacher analyze the model essays together and finally the students imitate the essay;In the output-stage of while-writing,students conceive ideas by brainstorm and work together in groups to make an outline,then students write a composition independently.In the feedback stage of post-writing,peer feedback is carried out first,then students modify their writings by themselves and finally teacher give them feedback.(2)the result shows that the process genre teaching method can effectively enhance students’ interests in writing,Through the application of the process genre teaching method,students begin to like the writing class and are more interested in English writing.(3)the result shows that the process genre teaching method can improve students’ writing ability,which is embodied in the expression of writing contents and viewpoints,and the structure of composition.And improvements of these aspects are obvious.The correct usage of words,the correct grammar,the correct spelling and punctuation of words are completely improved,but are not conspicuous.