Abstract:In high school, writing competence is one of the most important competences in English teaching. Not only can it reflect the student’s real language proficiency, but also an effective way to learn a second language and promote English study. Accordingly, the importance of writing teaching is absolutely remarkable. It requires not only the solid basic knowledge of language, but also demands the ability to analyze questions and evaluate things, flexibility in the use of language, and rational organization of words. Therefore, to write good English article is not easy. In practical English writing, plenty of mistakes tend to appear in students’ articles, like lack of abundant vocabulary, insufficient expressions, unclear information, and a large number of Chinese English expressions. The writing ability of most students is poor and the improvement of writing ability is not effective, which is closely related to the teaching of writing. In order to improve the present situation of English writing, this paper puts forward some suggestions on the teaching of senior high school English writing based on the teaching theory of cooperative learning and process writing. These suggestions, such as group cooperation, peer correction, peer review and so on, aim to optimize the writing process, improve students' writing skills, and enhance students' English writing ability.

Key words: peer cooperation  cooperation learning theory  process approach writing ability

Content

摘要：

Abstract:

1-Introduction-1

1.1-The Background of the Paper-1

1.2-The Purpose and Significance of the Paper-1

1.3-The Structure of the Paper-2

2-Literary review-2

2.1-Researches on Cooperative Learning-2

2.1.1-Definitions-3

2.2-Various cooperative teaching modes-3

2.3-Researches on the Teaching of Writing-4

2.3.1-Product-oriented Approach-4

2.3.2-Process-oriented Approach-4

3-Some Practical Suggestions on How to Teach Writing through Peer cooperation-6

Grouping the students to encourage their cooperative spirits-6

3.1-Determining roles for group members.-7

3.1.1-Developing a positive cooperation environment in classroom-8

3.1.2-Brainstorming through peer discussion-9

3.1.3-Completing the first draft independently-11

3.1.4-Identifying Your Ideas-11

3.1.5-Developing a structural framework-11

3.2-Peer correction-12

3.3-Peer evaluation-12

3.3.1-Evaluation methods-13

3.3.2-Advantages of peer evaluation-14

3.3.3-Conclusion-14

4-Summary-16

4.1-Advantages-16

4.1.1-Writing process-16

4.1.2-The affective domain-17

4.1.3-Communicative ability-17

4.2-Limitation and implication-18

References:-18

Acknowledgment:-20