Chapter 1 Introduction
1.1 Background of the research
With the changes in curriculum reform, researchers pay more attention to the study of learning process. Improving students’ English writing ability is the key to cultivate their ability of expression in English; it is also one of critical standards to measure the quality of English teaching. To some extent, a good foundation the students lay in high school will have positive effect on their study in the future. But in the history of English teaching in China, the educators didn’t attach much importance to English writing. Therefore, the result of English writing teaching isn’t satisfying. In the traditional way of English writing teaching, students’ compositions are judged by teachers according to the final products. The procedures of English writing teaching are as follows: first, the teacher assigns a subject for composition; then the students begin to write; and finally the teacher corrects and grades the compositions. The writing process of planning, drafting, and reviewing are left unnoticed. The teacher always spends a lot of time and energy in correcting students’ compositions, inkling towards the quality of language form (such as spelling, grammar, punctuation) rather than the quality of the contents (such as plotting and viewpoint, etc.). And as for students, they only care about the grades given by their teacher, ignoring the mistakes and comments. As a result, the same mistakes appear again in their following compositions. For a long time, English writing in China has paid too much attention to the writing products with writing process and the consciousness of readers unnoticed. The product writing approach is that compositions are only judged by final products. The evaluation of writing skill is just on the accuracy of grammar (Proto, 2017). It is obvious that the weakness of product approach ignores the process skills, such as planning, the audience, the generation of ideas and the organization of the article. “Methodologically, English writing teachers tend to adopt the product approach, which focuses on the form of the written product, but disregards students’ ability to explore the content through the writing process” (Tao Ying, 2017). Having difficulty in composing, students often feel worried and some even lose their heart in writing, because they don’t know how to wri，英语论文范文，英语论文 |
