Chapter I Introduction
1.1 Background of the Research
Writing, as we know, is one of the basic skills in language learning. It indicates one’scomprehensive language skills and language abilities like thinking and logic. The NewEnglish Curriculum Standards has pointed out that students should lay a solid foundationfor a real communication situation and form a comprehensive ability of using languagethrough large quantities of practice. In high school English writing teaching, teachersshould find a proper way basing on students’ characteristics to teach students.Development in writing influences the whole three years’ language learning, and maybe itcan affect students’future development. However, English writing is always a difficult partboth for teachers to teach and for students to learn. The current situation of writingteaching is not very positive as problems are existed both in teachers and students. Also thestudy of English writing is not adequate as most of the studies are focused on theoreticallevel.Comparing with other three language skills, writing is the weakest one for Chineselearners in language learning. Problems are existed in the process of writing both fromteachers and learners.
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1.2 Objective of the Study
As one of the basic language skills, writing is an essential part in English teaching.More and more concern is paid on it. During the writing teaching process, writing feedbackis a very important part. Efficient use of feedback can do a big favor to English writingteaching and English writing learning. This survey aims to know the current situation ofEnglish writing feedback and its existing problems, and try to answer these questions:
(1) What is the current situation of writing feedback in senior high school Englishwriting teaching?
(2) How effective is the combination of teacher feedback and peer feedback in seniorhigh school English writing teaching?
(3) What are the students’ attitudes towards combining teacher feedback and peerfeedback in English writing teaching?
This thesis aims to find some useful strategies which can be found to improve theefficiency of writing feedback, also to enhance the students’writing ability.
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Chapter II Literature Review
2.1 Theoretical Basis
Writing, as one important part of English teaching, is a creative process. Thetraditional approach of English writing is basically on writing product, which thinks thatresponse and stimulus are essential parts in the writing teaching process (Nunan, 2017).Process writing method was first formed at the end of 1960s. Compared to the traditionalwriting method, process writing focuses more on the writing procedure. There are threerules of process writing: firstly, the root of writing teaching is a procedure which helpsstudents to implore new things of writing. Secondly, process writing stresses theimportance of students’ degree of involvement, as students should join in the process ofwriting and revision. Thirdly, multi-draft system and team-work are the key points inprocess of the process writing. In the 1960s and 1970s, researchers’interest of research inwriting changed from traditional writing teaching to the process writing (Elbow, 1973).According to Tribble (1996: 39), proc，英语论文题目，英语论文
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