1、 1. Our students should write in English as often as possible. 2. Teachers should think of the role of teaching writing in language teaching process. 3. We should realize that the teaching of writing is especially significant for us. 4. Wed better try our best to improve our student writing level by
2、 making sentences, discussion, writing interesting stories, making diaries, and holding some English Composition Competitions. 5. Teachers should use some techniques, such as selectivity, error corrections, publishing the student compositions, to deal with the errors in student comAbstract Our stude
3、nts will face many different situations where they should write in English, so we English teachers should think of the role of teaching writing in our language teaching process, and we should realize that the teaching of writing is especially significant for us. Then how can we make our students wri
4、te correctly, Wed better try our best to improve our student writing level of by making sentences, discussion, writing interesting stories, making diaries, and holding some English Composition Competitions, and we should use some techniques, such as selectivity, error corrections, publishing the stu
5、dent compositions to deal with the errors in student compositions. In a word, its very important and necessary for us teachers of English to improve our students writing level. Key words: writing, situations; importance; role; significant; improve; error corrections. Our students have to face many d
6、ifferent situations in which they should write in English. They ought to take notes or write some summaries after they read or listen some materials; Some students prefer to communicate with others through writing notes or letters; In discussion, some students want to write down their speech outline
7、 or even the whole script; Some students even like to write good articles to express their feelings or points of view. As is known to us all, all the students have to write English compositions when they are having an English examination. So writing plays a very important role in many aspects for mi
8、ddle school students. As a teacher of English language, do you think of the role of teaching writing in our language teaching process? Do you realize the especially significant of teaching writing? First, writing serves as a tool in teaching all language skills. It can be integrated with the teachin
9、g of listening comprehension, oral presentation, and reading skills. For example, making notes and writing summaries can be used in teaching listening comprehension, writing outlines and scripts can be used for the preparation of oral presentation, and writing can be integrated with the teaching of
10、reading skills by asking the students to write answers to reading comprehension questions. Second, writing may be a goal in itself. Since writing is often required for passing a particular examination, from writing simple answers at an elementary level to composing essays at an advanced level, teach
11、ing writing can surely help meet studentsneeds in fulfilling their full course of study. Third, writing has its practical value and can be used as stimulus in motivating students to learn the language. For example, if they have access to Internet, they may be able to communicate with others around t
12、he world in English wherever they are. They may find writing useful in applying for further study opportunities as well as in looking for a better job since many jobs require applicants to have good command of written English. So we English teachers should know that the writing is very important for
13、 our students, and at the same time we should realize the teaching of writing is especially significant for us, not only for its practical value in helping our students to compose all types of writing that are necessary in their exams, but also in helping our students to have good command of all lan
14、guage skills in English. At the moment, most of the teachers of English are trying their best to make their students improve their written English. But how to improve writing level isnt easy. I think youd better put hearts into it and pay much more attention to the grammar knowledge, spelling, sente
15、nces, phrases and so on. I have some ideas about how to improve our students writing level. First of all, we had better ask our students to do some studying with the set phrases and sentences structures. Keep a list of them and then try to make some sentences with them according to the English gramm
16、ar knowledge in each class as often as possible. For example, I will ask our students to make sentences with the new words and phrases that they have just learned by heart. If they can write down some correct sentences with the new words by themselves, they are sure to write some simple sentences, a
17、nd they will gradually write down some long and complex sentences. At the same time, we can still let them translate a few more interesting sentences. So they will be interested in making sentences, and if they keep on making sentences, they will be confident in writing sentences, and they will also
18、 be confident in writing compositions. Because phrases and sentences are the basic requirement for the students of English and they are the base of a goodcomposition. Secondly, we can ask our students to discuss about the interesting and instructive topics. For example, the students have learned som
19、ething about travel. Let them discuss where they have ever been to and which places are beautiful and interesting. First, we can ask them to write down the outlines of the story. In my opinion, this is one of the most effective methods to improve their writing skills. In this way, theyll be interest
20、ed in expressing their ideas in English. In fact, interest is the best teacher in learning everything. So I suggest that we teachers of English should develop the students interests. Step by step, they are glad and active to write compositions. The teachers neednt force them to write, while theyll b
21、e active to express their thoughts. There are many ways we could use to help our students in their discussing and writing. Here are three examples:We could arrange the class into several discussion groups, each with a secretary to write down all the ideas proposed by the group members. The secretary
22、 then reads the draft aloud to the group for them to review and make changes. This process could carry on for some time until all the members are satisfied with the content and structure. Then the group could read the draft one by one to check its spelling, punctuation, and grammar. After this draft
23、s made by different groups could be exchanged to receive comments from each other on restructuring or revision.We could also arrange the class into a kind of workshop, where we provide students with rough paper, scissors, paste, erasers, etc. for them to cut and change the structure of their first d
24、raft. While the process is going on, we could intervene to provide help for them through questioning and advising.Drafting and redrafting could be carried out in a more interesting way if we have access to computers, since cutting and pasting on computers can be done more easily and provide an enjoy
25、able experience for the students. The other great advantages are that they can see their revised version immediately on the display screen. While using the above methods to help our students write the first draft and rewrite it, we could guide them during the process by asking the following question
26、s: （1）. Are you sharing your impression clearly enough with your readers? （2）. Have you missed out any important points of information? （3）. Are there any points in the writing where your readers have to make a “jump” because you have omitted a line of argument or you have forgotten to explain somet
27、hing? （4）. Does the vocabulary need to be made clearer or more precise at any points? （5）. Are there some sentences or phrases which dont say much or which are too repetitive and can be left out? （6）. Can you rearrange any sets of sentences to make the writing clearer or more interesting? （7）. Do yo
28、u need to rearrange any paragraphs? （8）. Are the links between the sections clear? Do they guide our readers through your line of argument? In providing answers for the above questions, the students will be going through the process of thinking deeply about their writing and the organization of its
29、structure. The process will enable them to focus on what they want to say and how to say it most effectively. This process may include removing words, sentences and paragraphs, or adding more to the body of what has already been written. This process could take a long time. Thirdly, I suggest that w
30、e should guide our students to write after they have finished looking at some interesting and instructive pictures which are formed onto a story. At the beginning, we had better guide them to have some discussion about it. Then they can make up a whole story in the limited time. I advise that the pi
31、ctures well choose should be easy for them to read .If they can understand the meaning of the story very easily, they are able to express their ideas better, otherwise theyll be bored. Fourthly, our students should try to form good habits of making diaries every day, at least they had better write d
32、own some stories every week. As teachers of English, we should encourage them to write more in English. On the other hand, we should be strict in our work and with our students. We should ask our students to hand in their compositions on time and ought to check their articles in time. Fifthly, there are many things that our students should do. What about teachers? Students learn to write by writing, and they learn to write correctly by writing, revising, and proofreading their own work. They will make great
