【正文】 畢業(yè)論文（設計）How to Teach Writing in Senior High School under New Curriculum Criterion1. Introduction 12. Existing Problems of English Writing Teaching 3 Problems in teaching program and methods 3 Problems in students’ English writing 43. On the Rules of Writing 5 Definition of Writing 5 The Nature of Writing 6 Process of writing 84. On Scaffolding Theory of English Writing Teaching 11 Theories of writing teaching 11 The Zone of Proximal Development 11 Scaffolding Theory 13 Relationship between Scaffolding and ZPD 155. Scaffolding Theorybased Writing Teaching 17 Learning supports 17 Steps of organizing an English writing lesson 18 A Writing Teaching Example on the Basis of Scaffolding Theory 236. Advantages of scaffolding theorybased writing 25 Helping students have peer review 26 Helping students learn from each other 26 Helping students know each other better 27 Helping students improve their oral English 27 Helping teachers save time and energy 28 Helping improve writing assessments 287. Conclusion 29References 301. IntroductionWriting is a primary way that individuals can municate with others, telling others what they think and express their emotions, thoughts, hopes, dreams and opinions through writing. According to Erika Lindermama (1987: 11), writing is a process of munication that uses a conventional graphic system to convey a message to a reader. Teaching writing can be enormously rewarding and valuable because using written English is a form of power. With the development of society and economy, English teaching at senior high schools must be reformed. In accordance with the reforming of basic education, English curriculum for senior high schools calls for reformation, which led to the issue of the New English Curriculum Standards in 2001. And the new reformation of English teaching in English Curriculum Standards (Ministry of Education, 2003) requires different bands of English levels at different stages. And students are required to reach the three bands of objectives, from Band Six to Band Eight. Concerning writing skill, for senior high school graduates, the Band8 objective requires that the students should be able to retell the passages or write summaries according to the texts read, be able to write paragraphs or reports based on the words or diagrams given, be able to write paragraphs with coherent discourses and good structures, be able to write accounts of events or express ideas and attitudes clearly, and be able to pose fluently with standard formats. The New English Curriculum Standards defines writing as position in its true sense and designs a higher objective for English teaching, which is highlighted in the requirement for the ability of writing or position. So as a teacher, we should pay special attention to English writing teaching to meet the need of this instruction reformation. 2. Existing Problems of English Writing Teaching Problems in teaching program and methodsTraditionally, middle school students don’t have to take any position courses and few teachers have been received any systematical writing teaching program. Leaving ten or twenty minutes for written exercises and assigning a certain amount of written homework have bee a convention in teaching English writing. Most of the teachers just teach writing in the intensive reading classes, without sparing any special time for the purpose of instructing writing. After students hand in their positions, the teacher only reads the positions and points out the errors then returns the graded papers to students, either hoping that they will study the corrections in order to eliminate those in students’ writingthe obvious mistakes in spelling, punctuation from their writing in future, or requiring them to correct their own errors and to hand in the paper for a final check on the grammatical accuracy. Generally speaking, what most teachers focus on are the accuracy of vocabulary and grammar and structures while they are grading or menting on students’ papers. Few of them pay particular attention to coherence or clarity. And a great many of teachers seldom write ments on the students’ papers. They just give students a mark or a grade.Of course there are some difficulties for teachers to teach English writing. The difficulty in writing teaching is how to correct students’ papers. Error correction is an important part of teaching. In most of senior high school, teachers are required to correct all of the students’ homework because of examineoriented system. They must spend a lot of time to grade or correct the students’ homework. However, that is not the only problem. As is know to all, one of the features of Chinese education is that middle schools usually have large class size with a total of more than 60 students in a class. An English teacher is usually in charge of two classes and some even have three classes. Thus, it often takes hours for a teacher to correct students’ written exercises and it takes even days to correct the position of a class of more than sixty. This task has bee a burden or even a fear to middle school English teachers, so quite a number of teachers are afraid of assigning the students writing task and have to reduce the writing, which affecting the efficiency of position teaching. Problems in students’ English writing Students’ problems in English writing can mirror some inadequacies of English writing teaching in the middle schools. As Brown observes, motivation is probably the most often used catchall term for explaining the success or failure of virtually any plex task (Charles, 1984: 116).However, although English is a required subject in China, quite a number of students don’t show much interest in it, especially in English writing. They even have a fear for it. For many senior high school students, writing is more of an obstacle than an opportunity. Apart from the purpose to continue their