【正文】I Introduction
　　Among the traditional mainstream of composition teaching methods,  “result approach” and “process writing approach “are most widely used. The result method mainly instructs students to imitate, transcribe and rewrite correct sentence patterns through classroom activities, which are limited to the writing at the sentence level. “Process writing approach” is to promote the development of skills through class activities, encourage students to set up group cooperation and express ideas and feelings in any form. With the recommendations and implementation of the curriculum standard of senior middle school, the "task-based" English writing teaching model and strategies changed the traditional English writing methods, which lay much emphasis in the results and ignore the cultivation of student's actual language using ability. English curriculum standard state that teacher should create the context of realistic life for students, adopt the progressive language practice, emphasizes the process and results of teaching way and method. Specific and operational tasks should be designed to help get high-quality language input and produce high-quality output. According to the curriculum standard, students of junior middle school students should grasp four basic skills, which are listening, speaking, reading and writing. Among the four skills, “writing” is one of the standards to measure teaching efficiency. It is also an important approach to Cultivate students' thinking ability and comprehensive language ability. English writing ability is an important component of English core competency. It is a comprehensive reflection of thinking ability and language level. Students who are with fundamental English basis, ability of organizing material, imaginative ability, expressive and evaluative ability can express their own thoughts in modern society freely. Graduates of junior middle school should reach the fifth level of the standard. Its specific requirements are as follows: can prepare and collect material based on the writing requirement, can draft short essays, ,letters, etc, and can make error corrections under teachers’ guidance, can use common connectives to denote order and logical relationships, can write simple passages and instructions based on the given pictures or charts.
　　Due to the influence of exam-oriented education, many teachers tend to focus on the results and quality in teaching writing, less attention is paid to the process of teaching writing in English class. In their daily teaching, they always arrange the writing class at the end of the unit learning. The writing content is closely related to the topic of the certain unit. Under such circumstances, many teachers assign the composition as after-class homework. Model essays are provided for students to check independently afterwards.  Students get little or no guidance from the teacher and teacher only evaluate students’ “ works” afterwards. Teachers just evaluate from the aspects of grammar, vocabulary and spelling. So students are unwilling to revise and perfect the composition. In order to make students practice and improve more, teachers assign topics to make students write again and again. This kind of teaching method can't really train students' writing ability. It also imprisons students' creative thinking and neglects students’ true learning condition, which is time-consuming and of low teaching efficiency.
　　II Theoretical Foundation
　　The main theoretical basis of process writing are scaffolding theory and linguistic communication theory. The two theories take process writing as a complex cognitive Psychological Process, creative process and  social interaction process. Students themselves are the subjects of writing, who focuses on the excavation and expression of thoughts and take writing a process of finding and creating meaning.
　　Process writing approach originated in the late 1960s and early 1970s. At that time, Communicative competence theory was put forward by Dell Hymes was very popular. Communicative approach came into being because of M.A.K. Halliday’sfunctional linguistics and H.G.Widdowson’s communicative viewpoint of Language. Wallace Douglas, the first proponent from Northwestern University in America pointed out brightly that writing is a process. In writing class, the step-by-step method of composing the writing process should be taught to students.( Judy &  Judy, 1981). From the early 1980s to the early 1990s,a large number of famous American linguists and scholars demonstrated the theoretical guidance and practical significance of the process writing method in succession. Nowadays, process writing approach is the mainstream of writing teaching in western countries .It can avoid the baldness and humorless by making students participate in the whole process of writing. It is a good method to stimulate students’ learning interest and initiative. Students’ comprehensive language application ability can also be greatly improved 
　　In a writing class, teacher should teach students the operation methods. According to the process writing, teacher should help students understand and internalize the whole process of writing, special attention should be paid to help students master the methods of writing, cultivate students' thinking ability and writing strategies. There are many writing modes in process writing. Seven stages are included in Keh’s mode, which are proposing the first draft, peer-check, proposing the second draft, teacher reviews, communication between teacher and students and final version.
　　The four-stage teaching model put forward by Trible is also pretty typical. It mainly includes pre-writing, composing/drafting/ , revising and editing
　　I personally advocate the mode of five stages, which are prewriting, writing, revising, editing and publishing. Prewriting can also be called as preparation stage, analyzing the composition topic and collecting writing material are the main tasks of this stage.
　　Proposing the first draft means finishing writing the first version and presenting the thinking outcome. In revising stage, improving the layout and structure of the composition is the core task. It aims to make the composition more coherent, logical, full-blooded.
　　III Teaching case
　　Students in Guiyang are using the GO FOR IT！ published by people education publishing house .There are altogether 14 units in students’ book of grade nine. “Unit 12 Life is full of the unexpected.”focuses on the topic of “Bad days”, the core language of this unit is "Narrate past events”, which is about talking about the embarrassing or unforgettable things that happen around you .The main sentence structures are By "By the time..., sb had already done..., to learn and to consolidate the past perfect tense.. The teaching objective of this class is to deepen students' understanding of the past perfect tense and to use the past perfect tense in the process of learning .As a teaching and research personnel, I once observed an efficient and effective writing class which was given by Miss Gan from Nanming district. I personally think this is a good demonstration of teaching writing through process writing approach. The whole class is mainly divided into three stages, which are pre-writing, while-writing and post-writing.
　　Pre-writing
　　In this class, the teacher want to elicit students learn how to write a narration, because the narration of the whole event will not only be completed in the past, the students will also need to consolidate the past and the past. Therefore, the text content is integrated according to the writing requirement.













　　In order to activate students’ background knowledge and create a language learning atmosphere for students, Some pictures about “unlucky” incidents are shown to students. Students should answer teachers’ questions and describe these pictures with certain sentences, the past perfect tense was applied, which is a good way to expand students' thinking ability and cultivate students' oral expression ability.



















　　While-writing
　　Materials for this unit’s composition topic is "My lucky/unlucky day", considering this subject is too open, the teacher choose a well-known classic movie Titanic  video clip as the background of writing, as the movie plot is about unexpected event, which is in accordance with the unit topic. Several questions were put forward before playing the video. “What was the date of “Titanic Event” “What happened to the ship first?” “What happened to the ship next?” “How were the people on the ship in the end” “What do you think of the event?” Students work in groups to answer these questions with complete sentences and accurate expression Answers of these questions laid a good foundation for the following writing task. Students were also led to recall the process of “ Titanic”. Conjunctions were emphasized by the to represent order and logical relationships. To make the event sounds more smooth, students work in groups to discuss the event by using the conjunctions and phrases. 
　　The answer frame is given to students to make students of different levels can study confidently. It also can help them do their own writing later.
　　Then all students began to write an article named based on Titanic Event to write a composition named “Life is full of the unexpected.” One student was invited to come to the teacher’s desk to write on a big piece of paper.  Fifteen minutes later, another student was invited to correct the errors and underline the good sentences in the article. Through peer-check and evaluation, students' writing ability should was cultivated Students' ability of induction and summarization was also enhanced.
　　After this procedure, teacher presented a sample version to students for them to enjoy. At the same time, teacher guided students to discuss and understand the highlights of a good article, and understand the format and content of an excellent article.
　　Post-writing
　　First of all, teacher had students work in form of groups to discuss the skills and strategies of narrating an event. By analyzing the structure of the article can help students to lay out their ideas in writing.Generally speaking, there are three paragraphs. Paragraph one is about the beginning, Paragraph two is about the body, Paragraph three is about the ending, the answers of the five questions were allocated in the three paragraphs scientifically. 












　　Then teacher analyzed the structure distribution and tell the students what a good structure is about in an article. Students underline all the conjunctions in the article and teacher check the result in the form of mind maps. Students shared the opinions of the conjunction functions in the passage, which is helpful for improving their writing ability.
　　The infiltration of emotional attitude values is of great important for fostering the students' thinking traits and their fine thinking quality system. Teacher encouraged students to develop a correct outlook on life and guided students to cherish the present, cherish the life and study hard.














　　IV Practical effect and conclusion
　　In the pre-writing stage, students’ ability of analyzing the topic, preparing materials, thinking about the lay-out or structures of the passage can be greatly improved under teachers’ guidance. There is no doubt that the preparation work is of vital importance. It can determine whether the drafting can be finished successfully or not. Teacher can assign students different tasks or ask students to write based on the outlines. It can efficiently improve the writing efficiency and lower the writing difficulty. It is also very helpful for students to write independently. In addition to that, the revising and editing stage can help students have some qualitative changes towards writing. Writing is no longer only a draft. What is more important is the revision after writing. Through the activities of self-modification, peer review and teacher evaluation, students learn how to modify and revise the draft. Students can make marvelous progress in their writing.
　　In the teaching mode of large-scale class, EFL settings make it important for teachers to learn how to respond to students writing quickly and efficiently and to find ways to reduce the paper-marking load.The teaching practice shows that "process writing approach" helps teacher fully explore students' enthusiasm. It is conducive to the cultivation of students’ ability of reading, listening and speaking skills, which is also a helpful way to develop students’ good language learning habits."Process writing" emphasizes students' writing process and encourages students to improve their progress in practice, which is conducive to building students' self-confidence."The process writing method" takes the writing process as a cycle, It is also an improvement process for students’ complex psychological cognition, creation and social communication. It can effectively improve the students' writing level.
　　V Further thinking
　　Process writing approach can effectively improve students’ writing ability and form certain reading habit. But the following three questions are really worth our further thinking, which are teaching evaluation, classroom practice and independent writing. Assessment can create opportunities for students to analyze their own English ability. They can realize in which aspect they need to improve themselves. Teachers can also have a clear understanding of integrating content and adjust teaching strategies. As for classroom practice, teachers themselves need to improve their language proficiency and keep on practicing and researching. The ultimate goal of practicing process writing approach is help students become autonomous and independent writers. So in the process of research , teachers can activate students’ expression enthusiasm and provide students with expression space through various preparation activities. These activities should meet the needs to stimulate students’ creativity.
　　Bibliography：
　　[1] Butterworth, J.& Thwaites,G.2013. Thinking skills: Critical Thinking and Problem solving [ M]Cambridge: Cambridge University Press.
　　[2]教育部，2012 《义务教育英语课程标准（2011）年版》北京：北京师范大学出版社.