【正文】 畢業(yè)論文（設計）On Improving Students’ English Writing AbilityIn Rural Middle Schools1. IntroductionIn the 21st century, English education has bee more and more important in the class of China, especially after China entered the World Trade Organization. In other words, China will play an important role in the international afairs. Undoubtedly, it’s a challenge for our rural middle school English teaching. Modern society requires more advanced English talents who are good at English listening, speaking, reading and writing. As the fundamental stage of English teaching, the middle school English teaching is being more and more important. Writing is one of four basic sections of English. However, English writing has not received enough attention for a long time in rural middle schools. In order to develop students’ English writing ability, different people choose different methods, such as special English writing training ways, reciting classical positions and so on. In fact, these methods do not solve problems essentially. “Writing is an activity of which thoughts are expressed in a language. It is a language form of the process of one’s thinking and knowing rather than simply printing or recording those of being seen, read and felt in letters down on paper”.(Net. 1) It’s the remaking of the world opinion. In order to improve rural middle school students’ English writing level, the teaching strategy has aroused many scholars’ attention in recent years. Since process approach was introduced into the teaching field, the status of students and teachers has changed. Furthermore, scholars pay more attention to the research of teaching and learning methods in English speaking and reading rather than in English writing. Viewing a look of this point, the exploitation of process approach should fix our eyes tightly. It is significant for rural middle school students to develop their English writing abilities. On the one hand, in the view of English writing itself, it has several functions. Firstly, during the writing process, it reinforces the grammatical instruction, idioms and vocabulary. Second, writing practices encourage them to take risks in using English. In other words, during the process, they meet with the new English expressions. Third, when they use English to express their own ideas, they develop other skills of English learning. 2. Present situation of writing teaching in rural areas Teachers’ part Ignoring the process of writingIn the traditional writing class, the teacher in rural schools only concerns with the product but ignores the process of writing. At the very beginning of a writing class, the teacher assigns a topic and asks students to write a position about it. Two hours later, he/she asks students to hand in their positions. During writing, he/she does not allow students to talk with each other about the set topic. Students can only think and write by themselves. In this way, students often feel puzzled about how to generate good ideas on the set topic. They may think of something unrelated to the topic. And when the time is up, they may write something illogically and hastily in order to avoid the teacher’s blame. As this goes on, students feel that writing bees more and more difficult. Gradually, they will be afraid of writing. Giving inappropriate feedbackAfter the writing assignment has been finished, the teacher asks students to hand in their positions. Then the teacher begins to read their positions and gives ments. Traditionally, the teacher gives written ments in red ink. He/she may write like this, “Here, the word is not appropriate.” or “You shouldn’t write like this.” In this way, it takes a lot of time to correct the students’ mistakes. However, his/her labor es to nothing. Because when students get their positions back, they will see that their positions are filled with discouraging red ments. Gradually, they will lose heart and confidence. Of course, they will take no interest in writing. Problems on the part of students Paying little attention to writing While the teacher teaches the writing course inappropriately, students may learn to write in inappropriate ways, too. The most serious problem is that students may pay little or no attention to the writing. They may think that writing skills have nothing to do with their future work. They do not think they need to master writing skills. So when they have writing classes, they will not treat it seriously. As a result, their positions are posed of poor content, organization and language. Failure to cultivate writing petenceAnother problem is that students do not try to cultivate their writing petence. In their daily life, they take no notice of what is happening around them。 they do not try their best to enlarge their scope of knowledge or accumulate wonderful sentences and sentence patterns。 they do not try to develop their interest in writing. Therefore, when they write, they have no idea of what to write about or how to write logically and fluently. This will e to the result that they dislike the writing course and consider it a hard burden.While these students give up cultivating their writing petence, some other students practice writing frequently. They may write whatever they want to write. For example, they may keep a diary or a weekly diary。 they may write reflections of what they have just read. However, they do not treat the teacher’s guided writing seriously and keep their free writing as a secret. So what they write has no readers and they do not know their mistakes. They get no one to make suggestions for their writing. In this way, even if they have a lot to write about, they fail to express their ideas in proper English. And they fail to improve their writing skills.3. Factors hindering the improvement of students’ English Writing ability On teachers’ part Insufficient