Chapter One Introduction
1.1 Rationale of the study
According to the new English Curriculum Standards(amended in 2017),the graduates ofjunior high schools in China have to reach band five in English writing, the detailed descriptorsfor Levels 5 are these, as follow. Gather and organize material according to the purpose of the writing Draft short letters and passages independently, editing them with the teacher’s guidance. Use common linking devices to express oneself fluently and logically in writing. Write simple descriptions of people or things. Write simple paragraphs, instructions and explanations according to prompts given inpictures or tablesThe requirements in writing for students are higher than before.But at present the situation of teaching English writing in our schools is: There are manystudents in one class usually. The teachers often ask the students to write a composition of acertain topic; then the students finish writing the composition by themselves after class; theteachers spend quite a lot of time correcting and grading their compositions. At last bothteachers and students complain that English writing is difficult and boring. They all want to findone way out.
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1.2 Significance of the study
Kroll once said: “For any person who uses the language, writing is often a hard skill tomaster. In other words, whether to the people who learn native language, or learn a foreignlanguage, writing is a challenging job."（Kroll,1994） For Chinese students, English writing isthe second language writing. It is different from the composition teaching in Chinese, or it isdifferent from the English writing teaching in a native language (Zhang Jisheng, Zhou Ping,2017). Since CET-4 and CET6 have been implemented for decades, it is more and moreobvious that writing has always been the poorest English ability for university students. Writingneeds long-term training, so we should pay attention to English writing teaching from juniormiddle schools.Even though progress has been made, writing totally means never reaching up to thepassing grade. Therefore, this thesis is aimed at finding a suitable way to teach English writing.For many years, there are 93% of empirical studies of foreign language writing published indomestic foreign language journals about college students' writing (Wang Lifei, 2017), andstatistics results of the empirical research about the second language writing published ininternational magazines remains the same. There are 76.1% of the study chose university orabove level students as the object in the published research of foreign language writing, thisreflects that on writing research, people lay particular stress on studies on college level inthese countries(Wang Lifei, Sun Xiaokun, 2017), and it is not rich for high school and juniorhigh school students' though they are in the crucial stage of second language learning.
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Chapter Two literature review
2.1 Product Approach
Product approach believes that the students should first have mastered the sentence level oflanguage if we expect students to write coherent compositions. It is a bottom-up processing andcompliance with sentence-level structuralism linguistics（Li Junzhen, Wang Hongxiao 2017）.The sentences are the building blocks of a discourse which is created by putting one block on tothe next one, so on the basis of behaviorism theory, th，英语论文题目，英语论文
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