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1.1 Purpose of the Research
近年来英语写作教学已附加越来越多的重视。它不仅被视为一种必要的方法来帮助学生提高写作能力通过考试,但也有望提高学生的其他能力,特别是英语阅读能力和语言能力。意识到上述的引入写作,很多教师在大学学校更注重在写作教学和学生的写作练习。然而,写作教学的结果没有达到预期的目标。学生的写作能力和语言知识不是有效的改善。有许多理由来解释写作教学的失败,在其中无效的方法教写作应该视为责任放在第一位。教师用于应用面向产品的方法。这种方法,着重于产品和突出显示所有下语法错误,遵循通用程序:教师选择一个话题,学生认为它个人,静静地通常下课后,把他们想成字没有一个大纲和修订,然后手在著作。教师发现和马克在红色的错误主要是关于单词,语法和句子结构,希望学生避免下一次。但学生都很少注意这些错误,放弃它放在一边不考虑。所以同一种错误很可能一次又一次出现在随后的著作。因此,这个方法不强化学生的词汇和语法有效,老气的写作能力(李,2000;邹,1999;邓小平,2002;张,2002。更重要的是,这种方法会导致一些负面的影响。首先,学生不愿意写在所有。他们害怕被批评和失去兴趣。第二老师觉得无助和疲劳进行写作教学和纠正学生的作品。
In recent years English writing teaching has been attached more and more importanceto. It is not only regarded as a necessary way to help students improve writing ability topass exams, but also it is expected to improve students' other English abilities, especiallythe reading ability and linguistic ability. Being aware of the above importances of thewriting, lots of teachers in college schools have paid more attention on the writing teachingand students' writing practise. However, the results of the writing teaching did not achievethe expected goals. Students' writing ability and language knowledge were not effectivelyimproved.There are many reasons to explain the failure of the writing teaching, among whichthe ineffective method to teach the writing should be held responsibility in the first place.Teachers used to apply the product-oriented approach. This approach, which focuses on theaccuracy of product and highlights all grammatical errors, follows a general routine:teachers choose a topic, students think of it personally and silently usually after class, putwhat they have thought out into words without an outline and revision, and then hand intheir writings. Teachers find out and mark the errors in red which are mainly about words,grammar and sentence constructions, hoping students to avoid them next time. But studentsusually pay little attention to those errors, dropping it aside without consideration. So thesame kind of errors are very likely to appear again and again in the subsequent writings. Asa result, the approach doesn't reinforce students' vocabulary and grammar efficiently, notto mention the writing ability (Li,2000; Zou,1999; Deng,2002; Zhang, 2002. What's more,this approach results in some negative effects. First, students are not willing to write at all.They are afraid of being criticized and lose interest in it. Second teachers feel helpless andtired to conduct the writing teaching and correct students' productions.
In light of all the disadvantages of this approach, it is vital to find an appropriate approachill place of this product- oriented one to improve students' writing competence. In the pastthree decades, the process-oriented writing teaching approach has been studied by many researchers both at home and board, and it is suggested effective to improve students'writing (Silva，1990; Raimes, 1987; Flower and Hayes, 1981; Li, 2000; Zhang, 2002; Hu,2003; Deng, 2004). However few experiments has been conducted on the implementationof the process-oriented approach combined with the reading teaching to the college schoolstudents who have a comparatively low proficiency of English. The present author intendsto test whether the process-oriented approach is more effective than the product-orientedapproach, and to find out what activities of the process-oriented approach are appropriateto these students,

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