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Chapter 1 Literature Review

This chapter reviews the relevant concepts and literature on Writingand Process-based Approach, in which the existing research on Writingand Process-based Approach used in language teaching abroad and athome are analyzed and summarized. Finally, a comprehensive assessmentis explained in this chapter.

1.1Related Concepts
In this part the concepts of writing and the Process-based Approachare introduced.Writing is the use of language and text symbols reflect objectivethings, to express thoughts and feelings, transfer of knowledge andinformation and also a creative mental work process. It is not only aproduct, a process, it also should be the social interaction and meaningconstruction based on real situations. Writing teaching is always amongthe English syllabus requirements, and all levels of English writing abilityis also examined to test students' language level. Therefore, the teachingof English writing, not only can promote the learning of comprehensiveuse of language ability, but also help to cultivate students' English writingability. it is of great significance for the cultivation of globalization, underthe background of informatization.The Process-based Approach arose in the 1960s, and it is a kind ofwriting teaching approach under the influence of a variety of linguistictheories and teaching methods. The Process-based Approach to writing asa process, including pre-writing, writing and editing stage, the threestages run repeatedly. Writing teaching should be taken step by step (Judy,1981, in: Chen Liping, 2000). Brown (1994: Brown, 320-321) analyzedthe characteristics of the process of teaching method as follows: 1. payattention to produce the writing process; 2. to help students understandtheir writing process; 3. to help students build the process strategy onpre-writing, drafting and modifying; 4. to allow the students time forwriting and rewriting; 5. pay special attention to the modification process ;6.let the students find what they really want to write; 7. to providestudents with feedback in the whole process of writing to make thembecome more and more close to the intention of writing; 8. to encouragefeedback from teachers and peer; 9. teachers and students have theopportunity to make face to face interview in the writing process .(Wang Qiang, 2006:214) During the process of teaching, teachers focuson students and help students in the process of writing. This writingstrategy training can obtain resources, develop the writing emotion, andreduce writing anxiety. Process-based Approach can also developstudents’ ability to do self-evaluation and peer-evaluation.
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1.2 Related Studies on Writing
For half a century, the researches on the theory of writing in foreigncountries became mature. Among them, the method of writing teaching,before the 1960s, had been the leading teaching method. In1970s theProcess-based Approach appeared. In the 1980s the genre based teachingapproach appeared, and in the mid of 1980s came the rise of the contentof the teaching method. In recent years task-based teaching method hasemerged. The rise and development of the writing teaching is of great significance to promote the study of writing theory.Prior to 1960s, the teaching method which called Product-basedApproach, has been occupying the dominant position in the field ofwriting teaching where English was their mother tongue. Because thefocus is on the f