II. The Current Situation of English Writing in Senior Middle School

2.1 The Problems in Students’ English Writing in Senior Middle School
There are some obvious problems in students’ English writing. The first problem is that mother tongue has a bad effect on English writing. Bilingual thinking is the unique phenomenon in the second language writing. One study found that it is not a pure second language thinking process in the initial stage of second language writing. The low level of the students in the second language writing often relies on mother tongue.
The second one is that content is poor and vague, which includes limitation of words, weakness of grammar knowledge.
Nowadays, students are lack of the quantity of words. One of reasons is laziness. Some think remembering words is a boring task, even if remembering them. They can not use writing demands vocabulary, which is as essential to a writer as good tools to a plumber, good instruments to musicians, good and many color tubes to a painter. Writing is a game of words. Thus words play a vital role in writing.
Most students are afraid of studying grammar, for they must remember so many grammar rules, which are hard to memorize. For instance, they do not know the patterns of English. So the sentences which they write out are the Chinese sentences full of English words. That is why they can not get good sores of English. When they remember words, they can not pay attention to parts of speech leading to misusing words, so writing involves grammar. While writing in English, students will have to resort to this internalized system shared by all native speakers of English. Grammar is an integral part of writing; without a good knowledge of the rules of grammar, we can not produce any good writing.
The third problem is logic confusion and mind block. When students meet with the writing topic, they do not know how to deal with it, or when finished, the composition is disordered and the main idea is not outstanding, which prime cause is that students are lacking in the knowledge of the test structures and writing skills and that students are not good at mastering the whole passages.
What is more, teachers only focus on the surface of students’ writing ability, can not understand the think process of students’ writing, can not understand a student the emotion and the difficulties in the cognitive in the writing process, and ignore studenst’ writing attitude, psychology and the innovation consciousness and so on. The result is that a student is hard to write, while what a teacher see is so many wrong sentences, the composition of students were corrected to pieces, which hits the students’ writing enthusiasm meanwhile hits teachers’ teaching enthusiasm.
Lastly, from assigning a topic to correcting to commenting, teachers are the only operator. Students are in a passive position from beginning to end, whose main body function and subjective initiative has not been mobilized. In the process of writing, due to lack of the interaction among teachers and students and among students, some students, especial those students whose foundation courses are worse feel it hard to begin writing, so a few sentences they squeeze out are full of mistakes. For one hand, it increases the burden of the teachers. For the other hand, students themselves are stuck into vicious circle of fear of writing.
2.2 The Methods in Students’ English Writing in Senior Middle School
One is product approach, and it has control English writing classes for a long time, stresses the importance of accuracy in language and focuses on the result of learning process. The pattern in this method is that: teachers explain some certain writing skills and assign a topic to students, and students finish the task by themselves and then hand it in to receive teachers’ comments upon the work. Usually this approach will be practiced in two ways: one is that students are assigned a task every week in the form of a topic to write about, and expected to finish a composition after class., which the teacher then corrects and makes comments on; the other is to finish a paper writing in class, students are given twenty-five minutes or so to produce a topic-based composition, which the teacher comments on and marks on condition that students receive no systematic training of writing. They can not get help feedback from their teachers. So students have difficulties improving their writing ability and getting high grades in writing. 合作学习在高中英语写作教学中的应用(2):http://www.youerw.com/yingyu/lunwen_8615.html