英语论文网

In January 2018,the Ministry of Education of the People’s Republic of Chinaissued National English Curriculum Standard for General Senior High School(2017Edition).The Standard of English Discipline divides students’learning and pragmaticabilities into four abilities:listening,speaking,reading and writing,in which listeningand reading are comprehension skills and speaking and writing are expressive skills.It emphasizes that comprehension skills and expressive skills complement andpromote each other in language learning.In the each unit,focusing on the unitthematic context teaching through the unit activities of the integration of reading,listening,writing and speaking skills,students can excavate and explore the meaningof the text,learn different types of discourses,be familiar with the common discourseforms in life,grasp the specific structure,stylistic features and expression of differentdiscourses,and finally share views or propose solutions to problems about the thememeaning in the form of oral or written language.It will not only help students deepentheir understanding of the discourse’s meaning,but also help them use different typesof discourse to achieve effective expression and communication,and developstudents’English language skills.

However,the writing ability in senior high school students has been poor for along time for the writing teaching that is mainly teacher-centered.In such case,teachers assign writing tasks separating from the unit theme.Students are not familiarwith writing topics and can not effectively organize the learned knowledge to expresstheir views.Therefore,it is difficult for them to be interested in writing or even afraid of writing.There are mainly deficiencies in the following aspects:

1.Lack of genre awareness.The genre awareness includes the consciousness ofthe text and that of the reader.As the lack of knowledge of the genre,such as featuresof genres,structure and logical development,students are unable to accurately expresstheir thoughts or ideas to readers when writing compositions,resulting in more errors,which affect the expression of information and communication.

1.2 Research Purposes

There has been existed the researches on changes between the application ofProcess-Genre Approach to different English writing genres and the changes of students’writing performance for a long time.Most studies at home and abroadmainly focused on the writing process and the knowledge of genre,while little didattention attract to the problems existing in the relationship between topic content,structural characteristics,language expression and English writing quality.However,after the Standard of English discipline was published,it is imperative to apply theProcess-Genre Approach to English writing.

Firstly,this research chose students at the first grade in the senior high school asthe research subject.As they are in the transition stage from junior high school tosenior high school,their development of writing ability is a process from reading towriting,that is,a psychological cognitive process from imitation to independentwriting(Lin Chongde,2021).In the third grade of junior secondary school,i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。