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mitationis the main skill in writing,meanwhile,the phenomenon of formulary and stereotypedis relatively serious.It often applies the article mode of reading,plagiarizes theparagraphs of model articles,and lacks the innovation of content and the expressionof self-view.After entering the first grade of senior high school,writing teaching putsforward new requirements for them.It is mainly reflected in the gradual mastery ofwriting knowledge,such as the distinction and practice of application,narration,explanation,discussion and other styles,the gradual improvement of writing skills,such as the familiarity with topic writing and the mastery of the characteristics ofgenre structure,the gradual learning to express thoughts and emotions and deal withlogical relations.

Chapter Two Literature Review

2.1 A Brief Review of the Process-Genre Approach

The Process-Genre Approach come into being on the basis of such approaches asproduct,process,and genre approaches and it has aroused experts and teachers’attention to its function,resulting in a lot of researches.An brief review of this ispresented in the next section.

2.1.1 Definition of the Process-Genre Approach

Badger and White(2000)termed the Process-Genre Approach in terms of aview of the development of writing.The essential in the process idea here is that thewriting class recognizes that writing involves knowledge about language(as inproduct and genre approach),knowledge of the context in which writing happens andespecially the purpose for the writing(as in genre approach),and skills in usinglanguage(as in process approach),writing development happens by drawing out thelearners’potential(as in process approach)and by providing input to which thelearners respond(as in product and genre approach)(Badger and White,2000).

Meanwhile,they believed the Process-Genre Approach to writing is asocio-cognitive activity which involves skills in planning and drafting as well asknowledge of language,contexts and audiences.Therefore,they designed a model ofthe Process-Genre Approach to writing and they used the following diagram todemonstrate their design:

2.2 Related Researches on the Process-Genre Approach Abroad andat Home

Experts and scholars abroad and at home have carried out the use ofProcess-Genre Approach in EFL writing teaching from various dimensions.

2.2.1 Related researches abroad

A.Comparison of the Process-Genre Approach with other writing teachingapproaches

Some experts and scholars have compared the Process-Genre Approach withother writing teaching approaches,and found that the Process-Genre Approach towriting could make up for the shortcomings of other writing teaching approaches.

Kay and Dudley-Evans(1994)argued that it might be more beneficial forteaching to combine the Genre Approach with the Process Approach after applyingthe Genre Approach into instructing.The Process-Genre Approach could not onlycombine genre knowledge with the steps of planning,drafting,reviewing,editing,etc.in the writing process,but also provide more opportunities for interaction in the classroom.

Tribble(1996)believed that combining the Process Approach with the GenreApproach in English writing teaching could make up for the problem 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。