Abstract：This thesis makes a proposal on setting an English extended class for non-English major college students， in the fourth semester， aiming at replacing the traditional college English teaching mode —— guided by the textbooks， focusing on the text， combining the skills of reading， writing and translation. While performing the writing class， the process writing approach and genre-based approach should be adopted， thus effectively developing the students English learning and utilizing ability， so as to promote the college English reform.

Key words：English extended class； process writing approach； genre-based approach

An increasing percentage of English educators come forth the call for action of College English reform. Wang Chuming （2010） stated out his opinions clearly in his article College English Teaching and Examination Reform from Foreign Language Perspective. The outcome of about ten years English education for the students in China might not be satisfying. How can college teachers improve English teaching proficiency？ A reform is inevitable. However， the quick decision lacking of reliability and validity might be irresponsible. Somewhat similarly， Holliday （1994） argued that， without considerable sensitivities and medications， process-oriented， group-based， student-centered approaches to second language teaching in general cannot be appropriately applied in China.

I propose one selective change might be taken from the writing perspective， which is desired by many strong learning motivation and high-level proficiency students. Under the curriculum， students attend English classes four hours a week for two years in most Chinese universities. Now it is common to practice a clear indication that writing was taught as a discrete skill in classes， separating from speaking， reading， and translation. English writing is still taught in a traditional approach， focusing on correct form rather than helping the students develop thoughts. This proposal is a syllabus combining a mixture of some western originated methods， including process approach and genre-based approach， thus to decide if it is an efficient way to be adopted as one selective course to replace the fourth-term intensive reading class for the non-English majors.

The Process Approach （PA） is a writing approach which leads students to work on multiple-drafts of a piece of work before it reviews its final evaluation. It focuses on how writers write， namely， looking at the process of writing as opposed to the final product. It encourages students to understand writing as a process that comprises a series of interrelated activities， such as prewriting， multiple drafting， revising， and editing etc. It is an approach to “stress the creativity of the individual writer， and pays attention to the development of writing practice.” （Tribble， 1996） By advocating a ‘‘process approach to L2 writing， I do not intend to suggest that process pedagogy should necessarily replace all the other methods.

Genre-based approach is another good way to be considered in teaching writing. Genre refers to abstract， socially recognized ways of using language. They can be good complementary to the process writing when practicing the concrete procedures. More microscopic concerns having to do with techniques and procedures connected with process writing （e.g.， peer review） in the writing classroom. The principles can widen our mind to design more effective activities in Chinese English class. Therefore， the combination of such approach might solve the problem of process writing in current large-class writing teaching situation.

This proposal plans to perform on the sophomore students. They are more accustomed to college study and with stronger desire to pass Band Four Exams. It is utilizing the mixture of process writing and genre-based writing method. In the process， searching the relative material thus leading to more reading is one of the important steps in the procedure. Multiple genres and themes will reflect diverse knowledge and abundant words to enrich students mind and arouse their interests. The writing topics chosen should come from the student representatives.

The teacher utilizes the new imported approaches and encourages students to understand writing as a process engaging students in a series of interrelated activities， such as prewriting activities like group discussions， surveys， interviews， and library research. The teacher requires their students to work on multiple drafts， revising， and peer editing and provides the students with feedback. Besides， writing conferences， the use of student writing as the primary texts of the course， peer critiquing， and analytic evaluation tools are also utilized. English textbooks for non-English major students， while still accommodating the CET， have started to treat writing as a skill developed through process.

This is only an immature design. It needs confirmation， modification and support to put it into practice. Then it might provide an evidence or support for the whole reform practice. After all it is a serious and critical problem relating to thousands of students which can never be decided hastily， without much details consideration， or lack of scientific both theoretical and practical experiences. The growing research on the new writing pedagogies in China will encourage more teachers to experiment with the new western approaches and decide whether they can use the approaches in their teaching， and finally leading to the improvement of college English teaching efficiency.

【References】

[1] Holliday， A. Appropriate methodology and social context[M]. Cambridge： Cambridge University Press， 1994.

[2] Tribble， C. Writing [M]. Oxford： Oxford University Press， 1996.

[3] Wang Chuming. College English Teaching and Examination Reform from Foreign Language Perspective [J] Foreign Language World， 2010， （1）.

【作者簡(jiǎn)介】

王慧晶（1978—），女，山西代縣人，碩士研究生學(xué)歷，內(nèi)蒙古工業(yè)大學(xué)外國(guó)語(yǔ)學(xué)院講師，主要研究方向：外國(guó)語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)。