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1、-1.Bothprocessgenreapproachandproductapproachcanimprovethestudents’Englishwritingachievement.2.Throughtheteachingexperimentforonesemesterandaccordingtostatisticaldataanalysis,theeffectivenessoftheprocessgenreapproachtoteachingwritinghasbeenverified.Thetwo
2、testclassscoreshaveimprovedafterthetest;however,theexperimentalclassimprovessignificantly.3.Processgenreapproachpracticesmuchbettertoimprovestudents’activeattitudesandinterestsinEnglishwritingandcultivatestudents’goodwritinghabits.Fromtheaboveexperimentsc
3、anbeseen,theprocessgenreapproachhascertainadvantages.Buttheapplicationofanykindofteachingmethodisnotomnipotentandimperfect,theprocessgenreapproachisnoexception.TheprocessgenreapproachisstillinpracticeincollegeEnglishwritingteachinginChina.Itnotonlycombine
4、swiththepracticeofteachingEnglishwriting,butalsoadaptstothecurrentEnglishexaminationsystem.KeyWords:Englishwriting,processgenreapproach,productapproach,writinginterest,writingachievementAbstractForeignlanguageteachinghasbeenthefocalpointofteachingreformin
5、collegesanduniversitiesandtheteachingEnglishwritingisthepriorityamongprioritiesandisanimportantstandardtomeasurethestudents’Englishlevel.Atpresent,sincethecollegeEnglishwritingteachingstillusestraditionalproductapproach,processapproachandgenreapproachfort
6、raining,Englishwritingforbothteachersandstudentsareahugeproblem.Thus,newmethodsofteachingEnglishwritingneedtobefurtherstudied,toovercomethedefectsoftheexistingwritingmethodsandimprovethecurrentsituationofEnglishwritingteachinginuniversity.Thisstudy,basedo
7、nreviewingtheteachingmethodsofwriting,exploresanewteachingmode,whichisnamedtheprocessgenreapproach.Theprinciplesoftheapproachare:writingtakesplaceinasocialcontext,andisareflectionofaparticularpurpose;throughtheanalysisofmodeltextanddiscussionwithpeerlearn
8、ersandteachers,learnerscangetsufficientinputfromtext,teachersandpeerlearners;inthewritingprocess,learnerscanacquirelinguisticknowledgeandstrategytraining.Processgenreapproachcorrectsthedisadvantagesofthetraditionalt
