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1、AcknowledgmentI am mostly grateful to my tutor Ms Ma Lan, without whose support, this project would not be implemented. Her effective guidance research enabled me to implement the work smoothly. Her insightful comments on the study have been both encouraging and helpful. Her constant help and care h

2、ave always inspired me to learn more. I am also grateful to my colleagues Wei Wei and Zhao Li for their time spent on brainstorming and panel discussions with me.No amount of thanks will be adequate for my students, without whose willing participation in the project implementation it would have rema

3、ined on paper.Last but not the least, big thanks go to my husband and my family who have shared with me my worries, frustrations, and hopefully my ultimate happiness in eventually finishing this project.Abstract English writing is one of the most important contents and requirements of middle school

4、English teaching. The present study presents a detailed report of a project implemented to solve the problem of the writing practice which most of my students do not like doing what I assign them to do after class .It is hypothesized that learners interest in writing practice after class will be gre

5、atly increased by a better organization and teaching methods. This hypothesis is verified by a four- week practice of classroom teaching with the specially designed writing exercise activities. Then how can we make our students write correctly? We would better try our best to improve our students wr

6、iting ability level by making sentences, discussion, writing interesting stories, keeping diaries, and we should use some techniques, publishing the students compositions to deal with the errors in their compositions. In a word, its very important and necessary for us English teachers to improve our

7、 students writing skills.Main Headings of the Project Report1. Introduction 2.Problem analysis2.1 Problem2.1.1Analytical methods2.1.2 Cause analysis 2.1.3Questionnaire Survey 2.1.4Brainstorming activation2.2Possible solutions 3. Full-Scaled Implementation of the solution3.1 Make up groups 3.2 Provid

8、e materials 3.3 Ask them to perform 3.4 Check their write work 3.5 Reduce their pressure4.Project rationale 5. Writing Practice Design6. Date Analysis7. Problems Unsolved8. Assessment9. ConclusionReferences: Appendix A: Teaching notes Appendix B: Diaries Appendix C: Questionnaire 1 Appendix D: Quest

9、ionnaire 2Appendix E: VCDAs a middle school English teacher, its very necessary to give guidance on the students writing and its quite important for the students to practice writing more. Students have to face many different situations, in which they should write in English. However, for a long time

10、 it is a very difficult job for students to write in English .This requires English teachers to use more effective methods to teach English writing .This paper aims at helping students recognize the importance of English writing and try their best to practice writing in class or after school.Now the

11、re are more and more teachers appealing for process writing. Everyone has seen the fruitlessness of the product-oriented approach. Anyway, while we are focusing on the process of writing, it is necessary to observe the communication principle. If the writing activity can be made communicative, it ca

12、n better motivate the students in more involvement.To enable the students to respond appropriately in writing in those situations that require it.To enable students to consolidate their knowledge of the languageI have been teaching the students who are in their third year of the middle school . In m

13、y teaching I have found there are some problems. Now Ill finish my study in Hami TV University. I hope I can solve the problems that have troubled me for a long time through the action research so that I can apply my knowledge and theory into practice, which I learned from Hami TV University. Beside

14、s, I wish the paper can help English teachers find some effective methods to improve students English writing ability.2. Problem analysisThis part of my study was conducted during March,2014-April2 ,2014.2.1 ProblemThe problem I have in my teaching is that most of the students do not like doing the

15、writing practice I assigned them to do after class.In my teaching , the problem identified was actually a serious problem .I think there are three main reasons that accounted for studentsreluctance to do the writing assignments after class.Firstly, some students do not feel interested in practicing

16、writing work after class,They did not want to do it .Secondly, Their vocabulary is too limited. There are too many grammar errors in their composition.Thirdly, Many students English writing level can not be improved, due to their lack of confidence.The Problem had been troubling me for a long time a

17、nd now I was determined to find a solution to the problem. In my study, I used for methods of analysis.2.1.1 Analysis methodEnglish is becoming more and more important. Accordingly, the importance of English writing is becoming obvious Though careful analysis , I was led to a lot of questions: for e

18、xample, I found a majority of my students do not like doing this assignments, and I want to know why it should be the case ,and whether they thought it important and necessary to practice writing in English or not ?If they thought it important and necessary, the problem was actually caused by myself

19、, not by my students. Probably the writing task I assigned my students to do was poorly organized.（1）Content-oriented approachThis approach places more emphasis on the collection of materials. During the instructions, the teacher mainly directs the students in getting information from different chan

20、nels. The focus of instruction is on the preparation stage, with the purpose to make writing rich in content. This approach usually consists of the following three steps: Collection of informationFirst draft Revising （2）. process-oriented approach Help student writers to understand their own composi

21、ng process Help them to build repertoires of strategies for prewriting, drafting, and rewriting Give students time to write and rewrite Let students discover what they want to say as they write Give students feedback throughout the composing process（3）communication-oriented approachThis approach emp

22、hasizes writing for communication. It encourages students to write on real purposes, to write on something they have really experienced, something they are really concerned with, and the like. It encourages writing for real readers, for example writing to ones parents, to a friend, and so on. In thi

23、s way, it aims to motivate students in writing（4）. product-oriented approachThis is a rather traditional approach of writing. It is accuracy-oriented. It is characterized by a 3-step procedure: the teacher giving the title to write on-students drafting-the teacher correcting. Under this approach, th

24、e students are plunged into an isolated environment. What they do is almost imitation writing, that is, they read samples and then try to imitate. The first draft is usually the last draft. Though there may be a writing lesson, most times, writing is assigned as homework.2.1.2 Cause analysisIn this

25、situation, I asked myself many questions and tried to provide some answers for them. Why did most of my students not do writing task I assigned them to do after class? In order to know more about this issue, I assigned a cause exploration procedure like this: Questions and Answers1 Is it because the

26、y do not like writing English? Maybe.2 Is it they are not motivative? Possible yes.3 Is it because they do not like do practice writing tasks alone?4 Is it because they do not think writing tasks are important and necessary?5 Is it because to study English is useless?6 Is it because the writing task

27、 are poorly designed?7 Is it because my instruction are not clear？Maybe.8 Is it because they have lots of other things to do ? Yes.9 Is it because they have some difficulties unsolved by themselves?10 Is it because I estimate my students too high?2.1.3Questionnaire SurveyI made a pilot investigation

28、 in this respect to know more about the situation.For this purpose,I designed a research procedure like the follows.I give my questionnaire to all students and ask them to finish it.All of them,thirty students, returned their questionnaires which were left anonymous.When all these data came in ,made

29、 some statistical evaluation.The result showed that over 90% of the students thought it was useful to study English.About 79% of them thought it was difficult to study English.Most of students do not like English and are not interested in English.They thought they like varied,relaxed, pleased Englis

30、h class instead of boring activation.2.1.4Brainstorming activationWhen I was engaged in the problem analysis,I consulted my thesis supervisor Mr.Wang,Miss Zhang and often talked to my classmates about all the problems I met.They gave me a lot advice and help so that I pondered the problem more deepl

31、y and carefully.After a lengthy problem analysis,I deter mined to launch a project to overcome this problem.2.2 Possible solutions We know that most students dare not to write in English. This is because their English words and expressions are too limited. I think one of the most useful way to improve the students English writing skill is to expand and enrich their vocabulary by reading and imitation. To help the students use the words correctly is the cornerstone of English writing. Enhance self-confidence, more writing pra