【正文】 e and potentially simultaneous. F) Plans and text are constantly evaluated in a feedback loop.G) The whole process is overseen by an executive control called a monitor. To summarize, writing is of great importance. Writing allows people to transcend time or space. Process of writing Writing is a plicated and painstaking process of language production. Many researchers show great concern on what takes place during the writing process. They observe writers as they write。 Bereiter, 1986). This is acplished by a control structure that permits virtually any subprocess to incorporate any other subprocess. The processes and subprocesses can be “recursive”, which means the whole planning process may be called up in the service of editing, or the reviewing process may be called up for the purpose of arriving at an organizing decision. TASK ENVIRORNMENTTEXT PRODUCEDSO FARTHE RHETORICALPROBLEMTopic/Audience/ExigencyWRITING PROCESS REVIEWINGREVISINGEVALUATIONTRANSLATINGTHE WRITER’S LONGTTERM MEMORYKnowledge of Topic,AudienceAnd WritingPlansGOALSETTINGPLANNINGGNERTATIONORGANIZING MONITORFig. : Structure of a model of the posing process (by Hayes amp。 and thinking about the audience and the purpose of the writing task. Drafting refers to getting ideas onto paper in rough form Revising involves checking what have been written and making deletions or additions as necessary. Murray’s Model is criticized by many researchers for looking writing process as three linear and independent stages. For example, revising can occur at any time in the posing process. Flower and Hayes (1980) study the writing process with the “thinkaloud” protocol. This activity requires writers to say aloud as much as possible of what they thought while performing a writing task. Protocols obtained from skilled writers make it evident that, although there is obviously a structure to the posing process, it does not correspond to the traditional picture of collecting material, organizing it, writing it out and then revising it. Those procedures all occur, but not in such a linear manner. Flower and Hayes (1980) define three major processes of writing as planning, translating and reviewing. The planning process involves generating, organizing and goalsetting subprocesses. The heart of planning is generating ideas, most of which are ideas for what to write. Some of the generated ideas, however, are ideas for goals to be pursued, and these are stored for consultation throughout the posing process. The translating process involves producing actual text corresponding to information in the writer’s memory. The function of the reviewing process, consisting of reading and editing subprocesses, is to improve the quality of the text produced by the translating process. The most striking strength of this model lies in its claim to account for the amazing diversity of mental event during position on the basis of a relatively small number of such subprocesses (Scardamalia amp。畢業(yè)論文（設(shè)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