Suggestions on Strengthening the Process-Oriented Writing Guidance in High School Chinese Argumentative Writing Teaching

Tao Li; Gaotong Feng

doi:10.26689/jcer.v9i10.12015

Tao Li No.1 High School of Urumqi, Urumqi 830000, Xinjiang, China
Gaotong Feng School of Chinese Language and Literature, Xinjiang Normal University, Urumqi 830017, Xinjiang, China

DOI: https://doi.org/10.26689/jcer.v9i10.12015

Keywords: Argumentative writing, Process-oriented writing guidance, Students’ needs, Integration of reading and writing, Writing subjectivity

Abstract

Process-oriented writing is the main way for teachers to precisely control the problems and weak links presented by students in each writing stage. Therefore, it is possible to design teaching activities that are in line with their cognitive levels based on students’ needs; promote writing through debate, attach importance to the high integration of reading, speaking, and writing; and strengthen the subjectivity of students in writing by taking interest as the lead and life as the source.

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