| Writing,as an important part of English language output skills,has always received much attention.The latest edition of the new GCSE curriculum requires students to master different types of writing and also gives examples of types of application essays,such as diaries,letters,resumes,notices,etc.At the same time,English application writing is closely related to students’ lives and is crucial in both daily communication and test writing among them.The requirements of the General Senior Secondary English Curriculum(Revised Edition 2020)and the marking criteria for written expressions in the GCE examination show that students should not only be able to use vocabulary,sentence patterns and grammar appropriately,but also choose the appropriate language to organize and express their writing to achieve certain purposes according to different genres and contexts.This ability to grasp genres and contexts flexibly puts students’ learning and teachers’ teaching of applied writing to a more demanding test.Previous empirical studies have focused more on the study of applied essays and less on the study of applied essay writing in different genres and contexts.Based on the above situation,this paper proposes a Reading-toWriting Mode based on the Process Genre Approach,taking advantage of its focus on the purpose and context of writing,and combining theReading-to-Writing Mode with the improvement of high school students’ lack of writing accumulation,in order to make up for the shortcomings of teachers’ teaching in the past.Based on the above status quo,this study used 110 high school students in two parallel classes of senior high school in a middle school in Wuhai,Inner Mongolia,as the subject of the study,and set up experimental and control classes for a three-month teaching experiment.Questionnaires,test papers and interviews were used as research tools for this experiment.This study aims to answer the following three questions:(1)What is the status quo of practical writing level in the Grade One of Senior High School?(2)What are the impacts of the Reading-to-Writing Mode based on the Process Genre Approach on the overall English writing grades senior high school students?(3)What are the positive effects of the Reading-to-Writing Mode based on the Process Genre Approach on the English writing of senior high school students?Based on the above three major issues,this experiment used questionnaires,test papers and interviews as research tools to understand the status quo of high school students through a combination of quantitative and qualitative research,and also collected the pre,mid and post-test writing scores of students in the experimental and control classes;by analyzing and comparing the experimental data,the findings were:(1)Before the application of the Reading-to-Writing Mode based on theProcess Genre Approach,there was no significant difference of students in the experimental and controlled class in writing interests,cognition and habits.(2)The Reading-to-Writing Mode based on the Process Genre Approach has a positive impact on students’ writing grades and can effectively improve students’ writing performance in the practical writing.(3)The Reading-to-Writing Mode based on the Process Genre Approach can improve the writing performance of high school students in terms of content,language and structure of practical essay writing,with the language being the most obvious.Therefore,in the future teaching of English practical writing in high school.Teachers first need to pay attention to the development of students’ independent and cooperative learning skills in the teaching of writing;secondly,teachers should focus on the process in writing teaching and on choosing reading materials of moderate difficulty to further improve the development of students’ literacy skills;finally,teachers should focus on adopting diversified assessment and revision methods and on strengthening students’ language knowledge and skills. |
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