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Chapter I Introduction

1.1 Background of the research
Although it is generally accepted that writing is more difficult to master than theother three language skills: listening，reading and speaking, the New National EnglishCurriculum of China makes higher demands on writing skills. It divides the objectivesof language skills into 9 levels, among which the objective of Grade 5 must beachieved when junior high school students graduate. The writing objective of Grade 5includes the following requirements:Students can:A. Collect and prepare materials based on the demands of writing.B. Compose practical writing of common styles, such as letters, notices, etc., andrevise the composition with the guide of the teacher.C. Create a compact and well-organized article with common linkers.D. Describe persons or events.E. Write simple paragraphs or instructions with the aid of pictures or charts.Based on the prior analysis, we may discover ttiat the new criteria show moreemphasis on composition content. Current teaching approach should attach moreimportance to writing essays with meaningful purposes.
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1.2 Significance of the research
As a new English curriculum norm has been drafted by the State EducationCommission of China in 2003, it raises the norms about writing skill for the Juniormiddle school students. Many experts and scholars emphasize the importanceprocess-writing approach to the classroom teaching. However, we have to admit thatwe don't have enough experience in teaching writing. It is believed that presentresearch of process writing remains more or less a blank field to English classroomsof middle schools in China. In order to make the teaching of writing effective,researchers should have the courage to practice the new approach to guide studentsthrough the process of writing. (Wang，2006) The major concern of this thesis is to explore and apply a process-orientedapproach to writing teaching that may be suitable for junior high school students. It is an empirical study of the process approach to English writing teaching to verifyeffectiveness and feasibility.
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Chapter II Literature Review

2.1 Process Writing Approach
For a long period，writing teachers dissatisfied with the product approach. Thus, aprocess approach to teaching writing was bom, which gave them an alternative way.The process approach was originally used in the U.S. in 1960s as an approach to teachthe first language. In 1978，Graves put forward process-writing model, noting thatteachers helped students understand and internalize the whole process of composing,including brainstorming，planning, drafting, peer-conferencing, peer-editing and so on.In 1980，Donald Murray,汪 professional writer and influential teacher of writing,emphasized the importance of a series of drafts in the writing process based on hisreflections on his own writing processes. Flower and Hayes (1981) established themodel of writing process: planning, writing, and reviewing. Theses process wererecursive and interactive. Later, Zamel (1983) and Raimes (1991) also exploredwriting behaviors，by focusing on how writers generated ideas，recorded them andrefined them in order to form a text.However, until the present time, there has been no widely accepted definition forth本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。