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1、1.Bothprocessgenreapproachandproductapproachcanimprovethestudents’Englishwritingachievement.2.Throughtheteachingexperimentforonesemesterandaccordingtostatisticaldataanalysis,theeffectivenessoftheprocessgenreapproachtoteachingwritinghasbeenverified.Thetwotestclassscoreshaveimprovedaftert
2、hetest;however,theexperimentalclassimprovessignificantly.3.Processgenreapproachpracticesmuchbettertoimprovestudents’activeattitudesandinterestsinEnglishwritingandcultivatestudents’goodwritinghabits.Fromtheaboveexperimentscanbeseen,theprocessgenreapproachhascertainadvantages.Buttheapplic
3、ationofanykindofteachingmethodisnotomnipotentandimperfect,theprocessgenreapproachisnoexception.TheprocessgenreapproachisstillinpracticeincollegeEnglishwritingteachinginChina.ItnotonlycombineswiththepracticeofteachingEnglishwriting,butalsoadaptstothecurrentEnglishexaminationsystem.KeyWor
4、ds:Englishwriting,processgenreapproach,productapproach,writinginterest,writingachievementAbstractForeignlanguageteachinghasbeenthefocalpointofteachingreformincollegesanduniversitiesandtheteachingEnglishwritingisthepriorityamongprioritiesandisanimportantstandardtomeasurethestudents’Engli
5、shlevel.Atpresent,sincethecollegeEnglishwritingteachingstillusestraditionalproductapproach,processapproachandgenreapproachfortraining,Englishwritingforbothteachersandstudentsareahugeproblem.Thus,newmethodsofteachingEnglishwritingneedtobefurtherstudied,toovercomethedefectsoftheexistingwr
6、itingmethodsandimprovethecurrentsituationofEnglishwritingteachinginuniversity.Thisstudy,basedonreviewingtheteachingmethodsofwriting,exploresanewteachingmode,whichisnamedtheprocessgenreapproach.Theprinciplesoftheapproachare:writingtakesplaceinasocialcontext,andisareflectionofaparticularp
7、urpose;throughtheanalysisofmodeltextanddiscussionwithpeerlearnersandteachers,learnerscangetsufficientinputfromtext,teachersandpeerlearners;inthewritingprocess,learnerscanacquirelinguisticknowledgeandstrategytraining.Processgenreapproachcorrectsthedisadvantagesofthetraditionalte
