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1、1.Bothprocessgenreapproachandproductapproachcanimprovethestudents’Englishwritingachievement.2.Throughtheteachingexperimentforonesemesterandaccordingtostatisticaldataanalysis,theeffectivenessoftheprocessgenreapproachtoteachingwritinghasbeenverified.Thetwotestc
2、lassscoreshaveimprovedafterthetest;however,theexperimentalclassimprovessignificantly.3.Processgenreapproachpracticesmuchbettertoimprovestudents’activeattitudesandinterestsinEnglishwritingandcultivatestudents’goodwritinghabits.Fromtheaboveexperimentscanbeseen,
3、theprocessgenreapproachhascertainadvantages.Buttheapplicationofanykindofteachingmethodisnotomnipotentandimperfect,theprocessgenreapproachisnoexception.TheprocessgenreapproachisstillinpracticeincollegeEnglishwritingteachinginChina.Itnotonlycombineswiththepract
4、iceofteachingEnglishwriting,butalsoadaptstothecurrentEnglishexaminationsystem.KeyWords:Englishwriting,processgenreapproach,productapproach,writinginterest,writingachievementAbstractForeignlanguageteachinghasbeenthefocalpointofteachingreformincollegesanduniver
5、sitiesandtheteachingEnglishwritingisthepriorityamongprioritiesandisanimportantstandardtomeasurethestudents’Englishlevel.Atpresent,sincethecollegeEnglishwritingteachingstillusestraditionalproductapproach,processapproachandgenreapproachfortraining,Englishwritin
6、gforbothteachersandstudentsareahugeproblem.Thus,newmethodsofteachingEnglishwritingneedtobefurtherstudied,toovercomethedefectsoftheexistingwritingmethodsandimprovethecurrentsituationofEnglishwritingteachinginuniversity.Thisstudy,basedonreviewingtheteachingmeth
7、odsofwriting,exploresanewteachingmode,whichisnamedtheprocessgenreapproach.Theprinciplesoftheapproachare:writingtakesplaceinasocialcontext,andisareflectionofaparticularpurpose;throughtheanalysisofmodeltextanddiscussionwithpeerlearnersandteachers,learnerscanget
8、sufficientinputfromtext,teachersandpeerlearners;inthewritingprocess,learnerscanacquirelinguisticknowledgeandstrategytraining.Processgenreapproachcorrectsthedisadvantagesofthetraditionalte
