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. Students will have a better understanding of composition ifthey receive more language input.
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Chapter 2 Literature Review

2.1 Related English Writing Teaching Approaches
Including four stages, product approach combined writing with linguistic knowledge and it focused onthe role of vocabulary, syntax and cohesive devices (Pincas, 1982).(1) Familiarization. Teachers explain a model essay in detail and focus on its rhetorical form andmechanic pattern for the purpose of making students familiar with rhetorical and linguistic features ofspecific article.(2) Controlled Writing. Teachers train commonly-used sentences and paragraphs of certain types ofwriting to guide students in paragraph writing.(3) Guided Writing. Students are required to imitate the model essay to write a perfect composition asmuch as possible, then teachers revise it.(4) Free Writing. Through above studying and training, students can conduct a free writing to makewriting skills become their reality activities such as writing letters, stories or essays.In the book Teaching English as a Second or Foreign Language, Marianne Celce-Murcia (2006)illustrated the basic usage of product approach in English writing class. Marianne Celce-Murcia (2006)deemed that product approach was prevalent in mid-1960s. Middle school English writing teaching onlyfocuses on writing product rather than writing strategy or process. Four steps are included in teachingEnglish writing: ① guiding students the principles of organization and rhetoric, offering “rules” for writing;② providing texts for students to discuss, analyze and interpret; ③ asking students to write compositionsaccording to the text; ④ reading, appraising and criticizing students’ composition.In the middle 1960s, the product approach was used in teaching native English speakers. The productapproach originated from behaviorism in psychology which deemed that English writing can be improvedin accordance with the development of stimulus and response (Nunan,2001). Students’ final draft can bejudged through product approach so that teacher’s principle focus was writing skills such as spelling, formand sentence mechanic. Pennr Ur (2000) illustrated some demerits of product approach. For example,teachers always pay attention to grammar and word error in students’ composition.
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2.2 Previous Studies of Process-genre Approach
The process-genre approach originated from foreign countries and it was introduced into China manyyears later. Recently, many linguistics, at home and abroad, recognized it as a relatively advancedmethodology. The main contents of the following parts was some research information conducted byscholars at home and abroad.In early 1980s, in the essay The Prose Models Approach: Using Product in the Process Escholzdeemed that applying only one approach in college English writing teaching was improper and teachersshould combine product approach and process approach together. Then, Tribble (1996) illustrated that thecombination of process approach and genre approach was indispensable in dealing with the problem ofinadequate input included in the process approach. In 1996, his “sample approach” carried out intest-oriented classes was regarded as a embryonic form of the process-genre approach. In 2000, Kamimuracame to a conclusion from his study that teachers should link product approach and process approachduring English writing teaching.In