Application Of The Process Genre Approach In Teaching Of English Writing In Senior High School

English writing,one of necessary language skills for students,is a basic element of core competence of English and accounts for 17% in National College Entrance Examination.Therefore,English writing plays a very important role in English teaching,however,senior students at present are lacking in interest in English writing and students’ writing ability is weak.Badger and White proposed process genre approach in 2000,which is a comprehensive teaching method combined with the product approach,process approach and genre approach.The process genre approach focuses on the writing process and the genre of discourse,paying close attention to the input of language knowledge,context knowledge,writing purpose and writing skills to improve students’ writing skills.So this research applies the process genre approach under the guidance of memetics and genre analysis theory to the teaching of English writing in senior high school to answer the following two questions:（1）What effects does the process genre approach have on students’ English writing proficiency? What aspects does it involve?（2）What influence does the process genre approach have on students’ attitude towards English writing?In this study,96 students from two classes of grade tenth in Shiyan Middle School were selected as the research objects.Based on the criteria of College Entrance Examination and their test scores,students are divided into five groups from high scores to low scores.And this teaching experiment lasted for four months by adopting empirical approach,including interview,test and questionnaire in order to explore how the process genre approach promotes writing and which group of students benefits more.The teaching results are shown as follow.that the process genre approach under the guidance of memetics and genre analysis theory benefits best to which group of students in which aspects of writing.The teaching results are shown as follows.The research results show the process genre approach can improve students’ writing ability and change students’ attitude towards English writing.Meanwhile,this approach has the most significant influence on the students in group two（16-20 points）.For the students in the second group,they can not only obtain the structure of the passage,the content of the writing,but also obtain more sentence patterns and vocabularies.The influence of the process genre approach to the third group（11-15 points）is followed by the second group,it helps students to obtain the writing structure,writing content and words.This approach has the least impact to the fifth group（1-5points）.Students make great progress in the structure of passage,which benefits to students’ writing thinking in English.What’s more,the process genre approach is beneficial to the first group of students（21-25 points）in terms of passage logic,sentence pattern and structure.And this approach also influence students in the fourth group（6-10points）in writing structure and vocabulary.But,this approach also has a slight effect on most of students in terms of word spelling and grammar.Therefore,teachers should combine a variety of teaching approaches to improve students’ English writing ability comprehensively and cultivate students’ good learning habits.