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1、TheApplicationoftheProcessApproachtoEnglishWritinginSeniorHighSchoolWuLixiaAThesisSubmittedinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofEducationinEnglishEducationTianjinNormalUniversityMay2012?■AbstractItisclearlystatedinTheNewCriterionofEnglishCourse
2、inSeniorHighSchoolthatwritingisacommunicativeabilitytowriteandconveymessages.ItisoneoftheaimsoftheEnglishteachingtofosterstudents'writingability.However,teachersandstudentsarealwayscomplainingabouttheboringEnglishwritingclass.Thereforehowtoteachwritingeffectivelyhas
3、beentheissuethatteachersandresearchersareconcernedabout.Sofar,twowritingapproachesaremainlyadoptedinChina.Theyaretheproductapproachandtheprocessapproach.Inthetraditionalproductapproach,thefinalproductsarealwaysevaluatedintermsofspelling,grammarandsentences,etc.Under
4、suchaproductapproach,studentsarerequiredtowritemanycompositions,whichthenaresimplygradedandcorrectedbyteachers.Theprocessapproachisanapproachwhichhelpsstudentstoworkonmultiple-draftsofapieceofworkbeforeitisfinished.Itfocusesonhowwriterswrite,puttingmoreemphasisonthe
5、processofwritingthanthefinalproduct.Writingisviewedasarecursiveprocessofproblem-solving,duringwhichstudentsareengagedinmanyactivities,suchasbrainstorming,multipledrafting,groupcooperation,andrevisingetc.Theprocessapproachstressesthecreativityoftheindividualwriter,ai
6、mingtodevelopstudents'writingability.Studentsarethecenterofwritingandteachersareonlyfacilitatorsforstudents'writing.Basedontheaboveview,theauthorproposeshypothesisthattheprocessapproachcanstimulatestudents'enthusiasminEnglishwritingandenhancestudents'f--writingskill
7、inSeniorHighSchool.Totestifythehypothesis,anexperimentwascarriedoutintwoclasses,andthesubjectsare100studentsofGradetwofromJinghaiNo.lSeniorHighSchool,Tianjin.Theexperimentlastedasemester,duringwhichtheprocessapproachwasadoptedintheExperimentalClasswhiletheproductapp
8、roachwasusedintheControlClass.Theauthorhasgainedthedatathroughtests,questionnairesandinterviews,andthenanalyzedthedataandmadesomereflectio