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1、Teachers roles in the students writing processInvestigator: Peng TingwuSubmitted on April 24th, 2013In fulfillment of the course “Practical Project Design”AcknowledgementsI am mostly grateful to my supervisor Zhu Hengjia without whose support and patience this project would not even have been comple
2、ted so smoothly. I am grateful to Professor Gu Yueguo for editing us such a good course. No amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper. Last but not the least, big thanks to my colleagues and cla
3、ssmates for their time spent on brainstorm as well as their support and help.AbstractThis study presents a detailed report of the project implemented to improve students English writing through teachers interventions. Based on the assumption that teachers just-in-time interventions can help the stud
4、ents with English writing better than traditional ways, a six-week program was adopted. Data were collected through questionnaires, analysis and discussion of which shows that teachers in-time help contributes to students skills and motivations in language learning, especially English writing. Howev
5、er, the program seems to be powerless to a certain number students. Further research is needed for her measures to motivate the learners.Main Headings of the Project Report:1. Introduction P52. Problem analysis P53. Possible solutions P54. Project objective P65. Project hypothesisP76. Project ration
6、aleP77. Research designP88. Project implementationP98.1 writing of recounts P98.2 argumentative writingP138.3 grammar in writingP159. Data analysisP1610. Project evaluationP1811. ConclusionP1912. ReferencesP191. Introduction I have been teaching the students in a junior high school in a small town t
7、hat is far away from any big city. As all know, writing is more and more important in students English study. But I have always found that writing is a big problem for my students. Now Ill finish my study in Central Radio and TV University. I hope I can solve the problem that I am having in my work
8、through the approaches I have learned from the course “English Language Teaching Methodology”. And I will also apply “process writing” and “cognitive view” to help to improve my students English writing.2. ProblemAbout writing, the biggest problems my students had were that many students always made
9、 the same mistakes that they had just made the last time and that many students thought English writing was too difficult to be finished all by themselves and that English writing was useless in real life.3. Problem Analysis I had studied the “process writing” method and applied it to my composition
10、 classes. I set a topic and the students were told to write. I might provide some help of a vocabulary list and sentence patterns. They wrote a first draft and read to class or exchanged their works to find the faults. Then the students were required to re-write with the help of the feedback offered
11、 by the students and me. After they finished the compositions, I would correct students fault. In this “teaching progress”, teachers were actually fault finders rather than writing teachers. 3.1 Analytic method: What made this happen again and again? The help I gave the students may not be the one t
12、hat students really need. I didnt give the students help in time. Or I had realized the differences between the use of the grammar in the compositions and that in grammar exercises. The use of the grammar in natural writing is much more complicated.3.2 questionnaire survey So I asked many students q
13、uestions: What is your biggest problem in writing? What kind of help would you like me to give you? When do you want me help you in writing? Are you sure why you are writing?From the survey I have known that the students in different levels need different kinds of help at different times. With these
14、 reasons in mind, I have correspondingly provided some possible solutions which are as follows.a. Help my students with grammar and vocabulary just in time not after they have hand in their compositions.b. Help students in different levels with different content at different times and try to make it “just in time” for most students.c. Help students know the purposes of writing well.3.3 Cause analysis:I always asked myself the questions: What made this happen?I think there are some possible causes as following:a. The students didnt really like Englis
