【《以阅读文本为基础的初中英语写作教学策略探析（英语版附问卷）》（论文）】

IntroductionResearchBackgroundLanguageisasocialtool,andwritingarisesfromtheneedforsocialcommunication'.Theembodimentofone'soverallqualityofEnglishisnotonlytheabilitytounderstandandcommunicateverbally,butthehigherlevelrequirementistobeabletoapplythislanguagetodealwiththeneedtowriteandcommunicateindailylifeandwork,eventotheextentofwritingbeautifulessaystoconveyone'sideasandopinions.Englishwritinghasthecognitivepropertyoflearningwithablendofmotorskillsandintellectualfactors."Therefore,students'Englishwritingskillscannotbeimprovedthroughhardpracticealone,butmustbecomplementedbyinstructioninwritingskillsandmanyotherintellectualskills.Therefore,thereisnodoubtaboutthestatusofwritingasanoutputskillinEnglishlanguageteaching.EnglishwritingabilityisareflectionofthecomprehensivelevelofEnglish,asynthesisoflanguagelogic,languagehabits,andgrammaticalstructure,andisoneofthemoredifficultaspectsoftheexaminationofthefourskillsoflistening,speaking,reading,andwritingrequiredofstudents."Inthepast,teacherstendedtofocusongrammar,listeningandreadingcomprehension,butwritingskillsstartedlateandwereslowtoimprovecomparedtotheseskills.Infact,inmostexams,whethertheytestforeignlanguageproficiencyorotherskills,students'knowledgeisusuallymeasuredbytheirproficiencyinwriting.Writingskillsarejustasimportantforforeignandnativespeakersalike.Trainingstudents'writingskillsthereforerequiresthecareandattentionoflanguageteachers."Sohowcanweeffectivelyimprovestudents'writingandexpressionskillsatthejuniorhighschoollevel?Thisisaquestionthattheauthorhasbeenthinkingabout.Asamethodofexamination,writingintegratescontent,language,andstructuralskills,anditfocusesonassessinglanguageexpressionandmessagedelivery.Itnotonlyrequiresstudentstohavetheabilitytoformsentencesinaforeignlanguageandtomasterthebasicsofwritingsuchasspellingandpunctuation,butalsorequiresstudentstobeabletoexpresstheirideascreativelyandlogicallyinanEnglishwayofthinking.However,manystudentsoftenmakespellingandgrammaticalmistakesintheprocessofwriting,whichmakestheirwritingseemevenmorepaleandweak.ThemiddleschoolgraduatesinmyschoolarestillunabletocommunicateinwrittenEnglish,letalonewritebeautifulEnglishessays.ThenewcurriculumstandardsrequirestudentstohaveabasiccommandofEnglishbytheendofmiddleschool,oreventobeproficient,butinfactwehavenotbeenabletoachievethis.AfteryearsoflearningEnglish,ifstudentsarestillwritingthesamekindofEnglish,thisisreallyasituationthatneedstobechangedurgently.Atthesametime,injuniorhighschoolEnglishclassrooms,teachersgenerallystillusethe"outcomesapproach,"whichfocusesontheendresultofwriting.Themostobviousdisadvantageofthisapproachisthatteachersassessstudents'writingaftertheyhavefinishedit,andthefocusoftheassessmentismostlyongrammar,vocabulary,spellingandothersentence-levelerrors,whileignoringtheoverallandideologicalcontent.'Infact,writingshouldbevaluedmoreasanoverallabilitytoconveyideas.Ontheotherhand,duetotheincreasedweightanddifficultyofreadinginthecollegeentranceexamination,teachersarenowgenerallypayingmoreattentiontotheteachingofreading.Infact,amongthefourmostbasicskillsinEnglish,readingandwritingarethemostcloselyrelatedbecausetheyhavesomethingincommon,suchastheimprovementofvocabulary,thesyntacticstructureofwrittenlanguage,andtheorganizationofdiscourse.Manypreviousexperimentshavealsoshownthatstudents'readingandwritingscoresarecloselyrelated,andthatstudentswhoreadmoreandreadbettertendtowritebetter.Basedontheseandotherpreviousexperiments,theauthorintendstoconductanexperimentonimprovingstudents'writingskillsthroughreadingtraininginherownclassroom,withtheaimofeffectivelycombiningthesetwoskillstochangethecurrentsituationofstudents'difficultiesinwritingEnglishinherclassroom,andtofinda"shortcut"toimprovestudents'Englishwrittenexpressionskills.Thepurposeofthisstudyistofinda"shortcut"toimprovestudents'Englishwrittenexpressionskillsbyeffectivelycombiningthetwoskills.ResearchSignificanceEnglishwritingisaformofcommunicationinabroadersense.Writingistheprocessoftransformingstudents'thoughtsintowords,anditisaskillofexpressingthoughtsandconveyinginformationinlanguage.Writingisaneffectiveformofcommunicationotherthan"speaking"andcanbeusedregardlessoftimeandspace.TheabilitytocommunicateproficientlyinwrittenEnglishisanessentialqualityforthenewgenerationofstudents.Atthesametime,writinginEnglishfacilitatestheimprovementofthethreelanguageskillsoflistening,speaking,andreading.Listeningandreadingaretheinternalizationprocessofunderstandingtheideasexpressedbyothers,fromtheexternallanguagetotheinternallanguage,whilespeakingandwritingaretheexternalizationprocessofexpressingone'sownideasinlanguage,fromtheinternallanguagetotheexternallanguage.Theabilitytowriteiscultivatedandimprovedonthebasisoflistening,speakingandreading,andthetrainingofwritingcansimultaneouslypromotetheoverallimprovementoftheotherthreeskills.Therefore,thetrainingofwritingisakindofcomprehensiveabilitytraining,whichshouldbecarriedoutinthewholeprocessofEnglishteaching.

RelatedWorksRelevantResearchesinForeignCountriesTheteachingofreadingwasgenerallyignored

inthe1950sand1960s,since

it

isregarded

asa

skill

independentof

otherskills

suchaslistening,speaking,andwriting,and

theleastteachableoneofthe

skillsaswell.Therefore,theteachingofreadingandwritingwereseparated

inthetraditionaleducation

ofthewesternworld(NelsonCalfee,1998).However,many

scholarshavepaidmoreandmoreattentiontothe

readingtheory

recently.Forexample,Baconbelievedthat"readingmakesafullman"and"writingmakesaexactman",emphasizingthatbothreadingandwriting

play

aroleinshapingthecharacteristicsofaperson.Sincethe1970s,peoplebegantopayattentiontotherelevancebetween

readingandwriting.Forexample,Widdowson(1978:120)believedthatreadingandwritingshouldbetaughtasawhole,since

learnerscanacquirereadingskillsthroughwriting,andimprove

the

writingskill

throughreading.Stotsky(1983:627-642)evenargues

thatwritingskill

ispositivelycorrelatedwiththereadingskill,

since

astudent

whois

strong

in

readingwill

usesyntacticstructuresmoreskillfullyinwriting.RelevantResearchesinChinaChinesescholarsbegantoseekto

integrating

the

readingandwritingskillsin

theteaching

ofEnglish

since

early1980s.Forexample,LiTingxiang(1983:111)

illustrated

theneed

ofimproving

thewritingandreading

skills

asawhole,

andargued

thatreadinghelpsthe

writing

skill

intermsoflanguage,contentandexamples,and

it’sdifficulttoimprove

writing

skillwithoutdoingreadings.Accordingto

the

researchers,theroleofreadingshouldnotbeunderestimated,andthecloserelationshipbetweenreadingandwritingshouldbepaidmoreattention,whichrequirestointegrate

theteachingofreading

and

writing

skills.

Thisalsoconformstothatadvocatedby

HuChun-dong,afamousexpertinEnglishteaching,whoput

'teachsight,sound,speechandreadingtogetherwithwriting'.Toourbestknowledge,thestrategyofintegratingreadingandwritingbasedontextreadingisstillanevolvingapproachfor

English

teaching.

MethodologyResearchObjectiveIntoday'sjuniorhighschoolteaching,themodeofteachingwritingisrelativelysingle,usuallystudentswrite,teacherscorrect,teachersprovidemodelessays,andstudentsrevise.Thiswayofteachingwritinghasitseffectiveness,butitisnotparticularlyeffective,andforstudentswithweakEnglishwritingskills,thisteachingmethodoftenleadstotheirlossofinterestinlearning,becausetheyalwaysseearesultfulloftheteacher'sredpencorrectionmarks.Atthesametime,reading,asthefocusofmiddleschoolteaching,isinextricablylinkedtowriting.Theobjectivesofthisstudyareasfollows(1)TounderstandthemaindifficultiesstudentsencounterinEnglishwritingandtoexplorewaystoovercomethem(2)Toexplorethewaysinwhichreadingmaterialsinclasscanhelpstudentsimprovetheirwritingskills(3)Toimprovetheefficiencyofreadingoutsidetheclassroom,notonlytoimprovestudents'readingskills,butalsotopromotetheimprovementofwritingskillsthroughtargetedtutoringbyteachers(4)Tofindeffectivewaystocombinereadingandwritingtoimprovejuniorhighschoolstudents'Englishexpressionability3.2ResearchDesignThispaperusestheliteratureresearchmethodforinvestigation.Theliteratureresearchmethodmainlyreferstothemethodofcollecting,identifyingandorganizingliterature,andformingascientificunderstandingoffactsthroughthestudyofliterature.Weread,consider,summarize,andorganizethediscussionofproblemcreationanditseffectivenessinrelevantworksandjournals.Throughthestudyofvarioustypesofliteratureofpreviousgenerations,onecangraspthefrontierinformationofresearchrelatedtoone'sowntopic.Throughthestudyoftheresearchresultsanddynamicsofthesepreviousgenerations,onecanfindouttheproblemsexistinginthisresearchfieldandopenupdirectionsforone'sownresearch;throughthestudyofliterature,onecanmakeone'sresearchtakefewerdetoursandavoidduplicationofwork;throughthestudyofliterature,onecanlayasolidtheoreticalfoundationforone'sownresearchandfactualbasis.Inthisstudy,IreadmanybooksonEnglishreadingandwritingteachingmethods,andstudiedthearticlesofimpurityjournalsaboutcombiningwritingandreadinginEnglishclassroom,hopingtounderstandthecommonproblemsandsolutionsencounteredinwritingteachinginforeignlanguageteachingathomeandabroadthroughthesereadings,andthelatesttrendsandmethodstoimprovetheoutputabilityofwritingthroughtheinputofreading.Basedonthepurposeofthisstudy,theauthorreadandstudiedthefollowingliterature:theNewCurriculumStandardforMiddleSchoolEnglish,literaturerelatedtotheteachingofEnglishreadingandwritinginmiddleschool,researchmaterialsrelatedtoforeignlanguageteachingathomeandabroad,andwritingsonEnglishteaching.Thequestionnairemethodisamethodofindirectlyobtainingmaterialsandinformationbysendingabriefandconcisequestionnairetotheinvestigator,askingtofillinopinionsandsuggestionsonrelevantissues.Thefocusofthequestionnairesurveyisontheselectionofthesurveyrespondents,thepreparationofthequestionnaireandtheanalysisofdata.ThequestionnaireisshowninAppendixI.3.3ResearchResult3.3.1ResultAnalysisThissectionanalyzesthefindingsofthequestionnaire,andtheoriginaldataofthepaperareshowninAppendix2.Question1:Amongthesefourparts,studentsaregenerallyreluctanttodoreadingquestionsandessaysfortwomainreasons:oneisthatthesetwopartsaretime-consuming,andtheotheristhatthesetwopartsplacemoreemphasisontheexaminationofstudents'comprehensiveability,whichhappenstobethefocusoftheexamination.Question2:Itisobviousfromthestudents'choicesthattheyarenotwillinganddonothavethishabittospendmoretimeafterschoolonEnglishcomposition,whichisalsoconsistentwiththeresultthatstudentsseethemostheadacheinthecompositionsection.Problem3:DislikeofwritingessaysisalsoarelativelycommonphenomenonintheschoolwhereIteach.Lessthanone-thirdofthestudentshaveafearfulattitudetowardEnglishwriting.Thisdislikeorfearmaybetheresultofalackofability.Question4:Theselectionofthisquestionwasrelativelyeven,withstudentspresentforeachproblem,indicatingthattheseproblemsareverycommonandthatitisimportanttoaddressthesedifficultiessimultaneouslyinordertoimprovestudents'writingskills.Question5:Theanswerstothisquestionshowthatstudents'abilityanddesiretolearnwritingontheirownisverylow,andtheyusuallyjustcompletetheassignmentsassignedbytheirteachers.Andformiddleschoolstudents,thereisnospecialwritingclassyet,sotheamountoftimespentonwritingeachweekisminimal.Figure1:ResultofQ1-Q5Question6:Basedonthestudents'responses,itisclearthatnearlyhalfofthestudentsfeelthatpracticingwritingisawaytocopewiththecollegeentranceexams,whileanotherthirdrecognizewritingasawaytoexpresstheiropinionsandideas.Regardlessoftheneed,studentsbasicallyrecognizetheimportanceofwriting.Question7:Thisquestioninvestigatedthestyleofwritingthatstudentsusuallypracticedmore.Duetotheinfluenceofthe"4-6"exams,studentsusuallywritemoreessaysandhavelessexposuretootherwritingstyles.Question8:Thisquestionprovesthattheinfluenceoftextbooktextsonstudents'writingisrelativelystrong.Studentsaremorewillingtolookforsamplesandmaterialsforwritingfromthematerialsavailablearoundthem.Question9:Theanswertothisquestionshowsthatwhenitcomestowriting,studentsstillwantmoreteachingandtutoring,andthereisstillagreatdemandforwritingclasses.Question10:Fromthisquestion,wecanseethatstudentsfeelthatthegainstheygetfromwritingclassesarestillrelativelylargeandeffective,andtheyalsorealizethattheymusthavesomethingtosayandmemorizemoretowritewell.Figure2:ResultofQ6-Q10Question11:Thesurveyshowedthatthereadingtextsinthetextbookprovidedstudentswithtwomainresources:morevocabularyandarichvarietyofstyles,rhetoric,andwritingmethods.Question12:Fromthestudents'responsesandsubsequentinquiries,Ilearnedthatstudentswouldstillliketohavemorewritingclasses.However,duetothelimitationofclasstime,theEnglishteachingprocessinjuniorhighschoolisoftenskippedorevenskippedevenifthereiswriting.Somestudentsthinkthatsincetheydonothavetimetodevotetowritinglessons,theycanconsiderteachingwritingthroughouteveryEnglishlesson.Question13:MoststudentsfeltthatreadingandwritinginEnglishweretwopartsthatcouldbemutuallyreinforcing.Throughtheauthor'squestioningafterwards,studentsgenerallyunderstoodthatthetwocanbemutuallyreinforcing,buttheyfelthelplessanddidnotknowhowtheycouldbemutuallyreinforcing.Question14:Itwasclearfromtheresponsesthatstudentswereeagertolearnmoreaboutgoodwordsandsentences,andwantedmoreguidanceonthelayoutoftheessayandhowtoconnectit.Question15:Fromthestudents'answers,wecanseethatmodelwritingisoneoftheirfavoritewaystopracticewriting,whichactuallyreflectsthestudents'desiretohavesomethingtorelyonintheprocessofwritingpractice.Freewritingisnotsopopular.Figure3:ResultofQ11-Q15Question16:ItisclearfromtheresponsesthatstudentsareclearabouttheimportanceoftrainingEnglishwriting,andeventhoughtheydon'tlikewritingverymuch,theystillfeelthattheyneedtopracticewritingatleastonceaweek.Question17:Fromtheresponses,itisclearthatstudentsstillvaluethesessionofessayevaluation,andtheywanttolearnmorefromothers'high-scoringessaysaswellaslearnfromthem.Q18:Forstudentswhoneedtofindsupportandreferenceinthewritingprocess,theywelcomethegroupwritingpracticeasawaytonotonlyfindmoreideas,butalsotoexpandtheirvocabularyandsentencepatterns.Question19:Studentsareawareofthefactthatrewritingessayscanimprovetheirwritingskillsbecausetheyhavethisstepintheprocessofwritingintheirnativelanguage,sotheydonotdenythenecessityofrewritingessays.Figure4:ResultofQ16-Q193.3.2TheProblemofWritingAnxietyInjuniorhighschool,moststudentsarenotinterestedinEnglish,aremoreintimidated,andmostofthemwritetocopewithexams.However,afterthetraining,thefearwasreducedinbothclasses.Duringtheinterviews,theconfidenceofthelessbasicstudentsgraduallyincreased.Inaddition,theinterestinwritinggrewintheexperimentalclass,whiletherewasnosignificantchangeinthecontrolclass.Beforetheexperiment,althoughmoststudentsthoughtwritingwasimportant,theystillbelongedtowritingforthesakeofexams.Aftertheexperiment,therewaslittlechangeinthestudentsofthecontrolclassforwritingrequiredbytheteacher,butthewillingnesstowriteincreasedintheexperimentalclass.Therefore,stimulatingstudents'interestinwritinganddevelopinginitiativeinEnglishwritingisanimportantprerequisiteforteachingwriting.Teachersshoulddesignwritingteachinggoalsaccordingtostudents'existingwritinglevelsandgraduallybuildstudents'confidencesoastostimulatestudents'enthusiasmforwriting.Theresultsofthecorrelationanalysisshowedthatstudents'foreignlanguagewritingself-efficacyandwritinganxietybothhadasignificantnegativecorrelation,i.e.,studentswithhighwritingself-efficacyhadlowlevelsofwritinganxietyandviceversa.Thereisnoconsistentconclusionintheliteratureaboutthecausalrelationshipbetweenthetwo.Ontheonehand,GuoYanandQin(2010:60)arguethatstudents'evaluationoftheirwritingabilityandoveralllanguageabilityisareflectionoftheirself-confidenceandforeignlanguageself-concept,andthatthelowertheself-evaluation,thehigherthelevelofwritinganxiety,whilethelowertheself-evaluation,thehigherthelevelofanxiety.Infact,thisevaluationofone'swritingabilityandcorrespondinglanguageabilityisareflectionofstudents'writingself-efficacy,whichisaspecialkindofself-efficacy.Studentswithhighself-efficacybelieveintheirabilities,haveastrongsenseofcompetence,workhardtosolvedifficulties,andexperiencemorepositiveemotions,sotheyarelesslikelytoexperienceanxiety.Ontheotherhand,Bandura(1986)hypothesizedthatsourcesofefficacyincludemasteryexperiences,socialpersuasion,alternativeexperiences,andpersonalphysiological-emotionalreactions.inastudyofthesourcesofwritingself-efficacy,Pajares,Johnson&Usher(2007)foundthatwritinganxietywasamoderatepredictorofwritingself-efficacy.Therefore,inthecontextofforeignlanguagewriting,wecanmakeananalogy:studentswithhigherlevelsofwritinganxietyaremorelikelytoexperiencenegativeemotionssuchasworry,fear,frustration,andhelplessnessintheforeignlanguagewritingprocess,tendtohavelowerwritingscores,aremorelikelytobepressuredbynegativeevaluations,havedifficultyfeelingtheexperienceofsuccess,anddonoteasilyreceivepraisefromteachersandpeers,thusdoubtingthemselvesandbelievingthatalltheireffortsareAsaresult,self-efficacyisreduced.3.3.3ReadingHabitProblemMoststudentsdonothavegoodpreparationhabitsbeforewriting.Onlyonetenthofthestudentsregularlycollectedmaterialsandalmostnoneofthemmadeanoutlineeverytime,indicatingthatstudentsdidnotknowenoughaboutwritingstrategies.InSunYong's(2013)experiment,bothclassesimprovedbeforeandaftertheexperiment,buttheexperimentalclassimprovedtenpercentmorethanthecontrolclass,indicatingthatscaffoldinginwritinginstructionisveryuseful.Inaddition,studentsintheexperimentalclassweresignificantlymorewillingtowriteandrevisetheirfirstdraftsrepeatedly,andtheirlearningstyleandevaluationstyleweremoreinclinedtogroupwork,indicatingthatcooperativelearningandstudent-centeredteachingmethodsaremoreconsistentwithstudents'cognitivepsychologythantraditionalteachingmethods,andcanmoreeffectivelypromotestudents'masteryofnewknowledge.Intermsofthinkingpatterns,themajorityofstudentsinboththeexperimentalandcontrolclassesstillusedtofigureoutthemeaningofChinesebeforetranslatingintoEnglish,whichfullyprovesthatthelackofauthenticcontextinteachingisabigproblem.However,studentsinbothclassesrecognizedtheexistenceofculturaldifferencesbetweenChinaandtheWest,andtheexperimentalclasswasmoreculturallyawarethanthecontrolclassafterthetrainingofcross-culturalcommunicationschema.Thisprovesthatincreasingtheamountofreadinghelpswritinglearning.Meanwhile,inthefourareasofEnglishlistening,speaking,reading,andwriting,juniorhighschoolstudents'writingskillswererelativelyweak.Thespecificmanifestationsare:thereserveofbasicknowledgesuchasvocabularyandgrammarisnotsolidenough,theabilitytopreparebeforewriting,theabilitytoplanandlayoutandreviserepeatedlyduringthewritingprocessisrelativelylacking,andmoststudentsdonothavethehabitandabilitytothinkinEnglish.Thereasonsforthisaremainlypsychologicalbarriers,languagebarriersandskillbarriers.Researchshowsthatmoststudentswriteonlytocopewithexams,lackingtheintrinsicmotivationtowrite,andinternalfactorsaretherealdrivingforceofthings,socultivatingstudents'motivationtowritewillbeaprerequisiteforjuniorhighschoolteachers'writingteaching.Injuniorhighschool,moststudents'languageexpressionabilityhasnotyetreachedahighlevel,andtheirmasteryofbasicEnglishknowledgesuchasvocabularyandgrammarisnotsolidenough,soeveniftheyhavegoodideasinthewritingprocess,theycannotexpressthemadequatelyinEnglish.Therefore,developingstudents'Englishexpressionabilityisthefoundationofwritingteachingforjuniorhighschoolteachers.Inaddition,duetothedifferentwaysofthinkingbetweentheEastandtheWest,EnglishwritingdiffersgreatlyfromChinesewritingbothincontentandform.Therefore,trainingstudentstomastercertainEnglishlanguageskillsisthefocusofwritingteachinginjuniorhighschool.

4.Discussion4.1EnhanceExpressionSkillsthroughReadingNarrativeessayshavealwaysbeenaheadacheforjuniorhighschoolstudents.Foronething,narrativeessaysrequirehighvocabulary,notonlyverbs,butalsoadjectives,adverbs,conjunctionsandsoon.Secondly,duetothelackofexercise,thenarrativeessayswrittenbystudentsoftendragon,arenotfocusedandhavenowaytoarousereaders'interest.Moreover,studentscanfindfewermodeltextsaboutnarrativeessaysandlackthematerialstorelyonforwriting.Writingstoriesisaveryinterestingwayforstudentstowrite,andthevividstorylineisagreatattractionforthem.StudentscangetgoodresultsbyusingsupplementarymaterialsorreadingmaterialsoffamousbooksfromEnglishnewspaperstorewritethetextinastory-tellingway.ForEnglishcomposition,vocabularyislikethebricksforbuildingahouse,withoutthefoundationofvocabulary,itisimpossibletowriteagoodcomposition.Studentsoftenlearnvocabularyonlyatthelevelofunderstandingthemeaningandusageofindividualwordsduetoimpropermemorizationmethods,andareunabletousevocabularycorrectlytoexpressinformationwhenwriting.Tosolvethisproblem,teacherscanusewordchunkingstrategiestohelpstudentsacquirelanguageknowledge.A'wordchunk'isaphrase,collocation,idiomorsentencepatternthatisusedfrequentlybylanguageusersintheprocessoflanguageinputandoutputandhasaspecificbeandstructureandexistsinafixedorsemi-fixedform.'Ifstudentscanstartfromthisperspective,itisveryhelpfulforthemtoimprovetheprecisionoftheirwordusageinwriting,sincewordchunksarecontextual,semanticandgrammaticalinone,andhaveamorefixedform.Studentswillencounteralotofgoodvocabularyintheprocessofreadingarticles,butifteachersdonothelpstudentstosummarizeandsummarizeit,teachingthemthesevocabularyinanisolatedandfragmentedwaywillnotonlymakeitdifficultforstudentstoremember,butalsomakeitdifficultforthemtoextractthesevocabularywhenwriting.Theauthorbelievesthatinordertohelpstudentswritegoodessays,wemustfirsthelpthemexpandtheirvocabulary,butsimplyrecitingwordsisuseless,teachersalsoneedtohelpstudentsestablishconnectionsbetweenwords.Especiallyinclassroomreadinglessons,teachersshouldhelpstudentstofindouttheconnectionbetweenwordsofvariouslexiconsinthetext,summarizewordchunkstofacilitatestudents'memoryandaccumulation,andisolatestudentstotalkaboutwordchunksinwriting,sothattheycanlearntoformsentencesandsentencesintoarticles.4.2EnhanceGenreReadingWhenteachersmakegenreapriority,studentshavetolearnsomearticlesinthesamegenrebeforetheystartwritinginacertaingenre.Therefore,ifteacherswantstudentstowritebusinessletters,theyshouldletthemreadsometypicalmodelarticlesbeforetheystartwriting;ifteacherswantstudentstowritenewspaperarticles,theyshouldalsoletthemreadmorenewspaperarticlesbeforetheystartwriting.Thisispartofthepre-writingstage.ThetextsintheNewCenturyEnglishtextbookcoverawiderangeofgenres,whichcanfullymeettheneedsofjuniorhighschoolstudentsforgenreswhenwriting.Toputitsimply,themaingenresinvolvedinjuniorhighschoolEnglishwritingare:narrativeessay,argumentativeessay,expositoryessay,letter,andsoon.Thestylesoftenusedintheentranceexamsarenarrativeandargumentative.Asstudents'knowledgeofthelanguagegrows,theymustalsounderstandthedifferentwritingstructures(advertisements,letters,etc.),calledgenres,andthevocabularyspecificallychosenforthedifferentgenresiscalledregister.Forexample,"sciencefiction"isadifferentgenreofEnglishthan"literaryfiction",andthedifferenceingenreleadstoadifferentchoiceofregister.Thereisadifferenceinthechoiceofwordswhenstudentswriteaformallettertoanorganizationtovolunteerandwhentheywritealettertoaclassmatetoexpresstheirconcern