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ether the process approach is  more  effective  than  the  product  approach  in  improving  the  senior  high  school students’  writing  achievements  and  whether  the  students  have  made  any improvements  in  English  writing,  the  average  scores  of  the  two  classes  in  the  two composition  tests  are  compared  and  analyzed.  The  results  of  statistical  analyses  on quantitative data will be demonstrated.   In this table, M stands for the average score, SD is short for standard deviation, N stands for the number of the students. Sig value refers to whether there is a obvious difference  between  the  experimental  class(EC)  and  the  control  class(CC).  Exactly speaking, if the sig value is lower than 0.050, which means the difference between the two  classes  is  obvious.  And  if  the  sig  value  is  higher  than  0.050,  which  means  the difference is not obvious.  

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Conclusion

This  chapter  is  the  conclusion  of  the  thesis,  including  major  findings,  the implications of the study as well as the limitations and suggestions for further study.  The  writer  designed  an  empirical  study  to  testify  the  effectiveness  of  the process-writing  approach  in  senior  high  school  in  order  to  find  whether  the  process approach  is  more  effective  than  the  product  approach  in  improving  the  senior  high school students’ writing achievements and whether the process approach can improve senior high school students’ writing attitudes. According to the results and analyses of the data in the previous chapter, here are the major finds of the study.      Firstly,  the  process-approach  is  more  effective  than  the  product  approach  in improving  senior  high  school  students’  writing  achievements.  The  improvement  can be  seen  from  the  changes  in  participants’  marks  of  pretest  and  post-test,  and participates of the experimental class who was taught by process approach had made more  significant  improvements  than  the  ones  of  control  class  who  were  taught  by product  approach.  Therefore,  the  process  approach  can  be  more  effective  than  the product approach in improving the senior high school students’ writing achievements.      Secondly,  in  this  study,  the  process  approach  does  take  effect  in  improving  participants’  attitudes  towards  English  writing.  After  the  experiment  of  the process-approach, parti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。