Chapter One Introduction
1.1 Research Background
Whether it is the traditional way or technologically advanced e-mail, writing in the interaction of modern society plays an extremely important role. According to English Curriculum Standards for Senior High School (Experimental), the overall goal is to help students further clarify their learning aim on the basis of the English learning in the compulsory education stage, to develop their autonomous learning and collaborative learning, to develop effective English learning strategies and to cultivate their comprehensive ability of language application. In the college entrance examination, writing, as an important part of the examination, comprehensively checks students’ language skills and reflects whether students can flexibly use what they have learned to express their own ideas properly. However, as one of the basic language skills, writing has easily been ignored by teachers and students. Through a one-month classroom observation, the author discovered the experienced teachers still employed the traditional teaching method-the product approach. They paid more attention to the writing product, over-emphasizing the vocabulary and grammar. In their writing class, the traditional mode—students writing alone, teachers marking alone made the teacher consume much time correcting, but in vain. As to feedback, teacher comments were ambiguous and similar to some extent, which could not provide detailed and constructive information for students to revise their writing. Therefore, students were not interest in writing and their writings would not be improved significantly even if the teacher had worked diligently for several months. In addition, most of students attached less importance to teacher feedback. Teacher’s delayed feedback was meaningless for students, because they have forgotten how they had organized their writing after several days’ reviewing, under which condition students just glanced at the comments and ignored them, let alone revising their writing.
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1.2 Research Motivation and Significance
Since the 1970s, when the process approach was introduced into the teaching of second language writing, evaluation gradually became the important part of the teaching of English writing in senior high schools. The process approach ，英语论文范文，英语论文范文 |
