OnDevelopingStudentsWritingAbility模板.docx

1、OnDevelopingStudentsWritingAbility模板OnDevelopingStudentsWritingAbility On Developing Students Writing Abilityin English Teaching in Middle School杨 芳长兴县二界岭中学 Abstract：The present study presents a detailed report of a project implemented to solve the problem that most of my students do not like doing

2、the waiting practice I assign them to do after class. It is hypothesized that learners interest in writing after class will be greatly increased by a better organization in this respect. This hypothesis is verified by a four-week practice of well-organized writing work activities.Methodologically fo

3、ur methods are used and they are analytic method cause analysis questionnaire survey and brainstorming activation.Key words: the role of writing, the problems of the students, the ways I use to solve these problems. With the rapid development of our country, especially with of ing of the 20XX Olympi

4、c Game in Beijing, English has bee more and more important in China. It is one of the main subjects in middle schools. The aim of English teaching is to develop students munication skills of listening, speaking, reading and writing. However, in English teaching, writing in English is not paid much a

5、ttention to in middle schools, especially in rural middle schools.In this paper, I would like to discuss the role of writing, the students problems and the ways I use to solve these problems.The role of writingAlthough we have left the discussion of the writing till last, this should not be taken to

6、 mean that writing is less important than the other skills. In reality, the ability to write is recognized in society and in the schools as one of the most important objectives of language study.Writing is universally recognized as having a dual role: on the other hand, it serves as an important mea

7、ns to municate, as one of the two productive skills; on the other hand, it serves to coordinate the learning of other language skills in language teaching and learning. Although most Chinese students will have as little chance to write to an English reader as they have to talk to an English speaker,

8、 they should be prepare to do so in case a situation arises in which there is a need to municate in written English.The role of writing to reinforce other language skills is important for many reasons: First, students are more impressed by exercise that are written and handed in than by those that a

9、re practiced orally only. Beginning students who are assigned no written work but only oral work often get the wrong impression that there is no homework at all that day. Even senior high students tend to treat oral assignments with less respect than written ones. For students who are not highly mot

10、ivated, the only successful way to make them open their English books outside the class is to assign written work for the next day. Secondly, writing helps to consolidate the students grasp of vocabulary and structure, and plements the other language skills. The act of writing down words or phrases

11、or sentences helps to reinforce the learning in the classroom. By checking their written exercises, teachers can evaluate the students progress in learning and determined their true prehension of the structures being learned, thus gaining a clearer view of what they have mastered and what they have

12、not. Thirdly, some writing activities in class may serve as a wele change for the students who have been reading aloud, drilling, reciting for more than half an hour. After a few minutes of writing they will be ready again for some other oral activities. Fourthly and lastly, written work is often ta

13、ken seriously by Chinese students for the simple reason that almost all examinations and tests are designed in written form, except for those who hope to major in English at college, they must go through oral examinations. To many students, written work seems to be the only form of assessment of Eng

14、lish learning.1. Writing serves as an important means in language learning Writing is one way of providing variety in classroom procedures, and it also makes individualized work possible in large classes. Writing helps students learn the subject matter: they understand and retain course material muc

15、h better when they write about it. White writing, they can go over what they have learned in class, such as vocabulary, grammar and so on. Writing tends to increase retention and makes available a source for later reference. On the other hand, by checking their written exercises, the teachers can ev

16、aluate the students progress and examine the effect of the class. Very importantly, it provides a student with physical evidence of achievements and bees a source whereby he can measure his improvement.2. Pimsleurs opinion about the role of writing skillsThe very important consideration is that of language ability and different styles of learning. Pimleur has called one ponent of language learning ability “auditory” and he considers