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1.Bothprocessgenreapproachandproductapproachcanimprovethestudents’Englishwritingachievement.2.Throughtheteachingexperimentforonesemesterandaccordingtostatisticaldataanalysis,theeffectivenessoftheprocessgenreapproachtoteachingwritinghasbeenverified.Thetwotestclassscoreshaveimprovedafterthetest;however,theexperimentalclassimprovessignificantly.3.Processgenreapproachpracticesmuchbettertoimprovestudents’activeattitudesandinterestsinEnglishwritingandcultivatestudents’goodwritinghabits.Fromtheaboveexperimentscanbeseen,theprocessgenreapproachhascertainadvantages.Buttheapplicationofanykindofteachingmethodisnotomnipotentandimperfect,theprocessgenreapproachisnoexception.TheprocessgenreapproachisstillinpracticeincollegeEnglishwritingteachinginChina.ItnotonlycombineswiththepracticeofteachingEnglishwriting,butalsoadaptstothecurrentEnglishexaminationsystem.KeyWords:Englishwriting,processgenreapproach,productapproach,writinginterest,writingachievementAbstractForeignlanguageteachinghasbeenthefocalpointofteachingreformincollegesanduniversitiesandtheteachingEnglishwritingisthepriorityamongprioritiesandisanimportantstandardtomeasurethestudents’Englishlevel.Atpresent,sincethecollegeEnglishwritingteachingstillusestraditionalproductapproach,processapproachandgenreapproachfortraining,Englishwritingforbothteachersandstudentsareahugeproblem.Thus,newmethodsofteachingEnglishwritingneedtobefurtherstudied,toovercomethedefectsoftheexistingwritingmethodsandimprovethecurrentsituationofEnglishwritingteachinginuniversity.Thisstudy,basedonreviewingtheteachingmethodsofwriting,exploresanewteachingmode,whichisnamedtheprocessgenreapproach.Theprinciplesoftheapproachare:writingtakesplaceinasocialcontext,andisareflectionofaparticularpurpose;throughtheanalysisofmodeltextanddiscussionwithpeerlearnersandteachers,learnerscangetsufficientinputfromtext,teachersandpeerlearners;inthewritingprocess,learnerscanacquirelinguisticknowledgeandstrategytraining.Processgenreapproachcorrectsthedisadvantagesofthetraditionalteachingmethods.Itnotonlyplaysadirectingroleofteacherandmodeltext,butalsostimulatesthestudents’initiativewhichimprovesthewritinginterestandwritingscores.Theeffectivenessandfeasibilityoncollegenon-Englishmajorswritingteachingareprovedbyexperiments.Theauthoralsoputsforwardvaluablesuggestionsforthefuturerelatedstudies.Thisstudyadoptsthemethodofquantitativeandqualitativeanalysis.Theparticipantsare60non-Englishmajorsophomoresenrolledin2011whocomefromtwoclassesofCollegeofArtsandScienceBohaiUniversity.Theteachingtimeis15weeks.Inthecontrolclass,theproductapproachisconductedwhileprocessgenreapproachiscarriedoutintheexperimentalclass.Throughquestionnaires,comparativeanalysisofscoresintwoclassesbeforeandaftertheexperimentand10students’interviewintheexperimentalclass,theauthorattemptstoverifythethreehypothesesasfollows:1.Bothproductapproachandprocessgenreapproachhavethecontributiontoimprovingstudents’writingachievement.2.Theprocessgenreapproachinteachingwritingcanmoresignificantlyimprovestudents’writingachievementthantraditionalproductapproach.3.Theprocessgenreapproachcaninspirestudents’interests,buildupactiveattitudesandcultivatestudents’goodhabitofwriting.Resultsanddiscussion:iv作教学中仍处于实践阶段，它既要与我国现行的英语写作教学实践相结合，也要适应现行的英语等级考试制度。关键词：英语写作；过程体裁法；成果教学法；写作兴趣；写作成绩vContentsChapterOneIntroduction...................................................................................................11.1Backgroundofthestudy...........................................................................................11.1.1Situationofstudent’slearningofEnglishwriting.........................................31.1.2SituationofpresentteachingofEnglishwriting...........................................41.2Significancesofthestudy.........................................................................................41.3Purposeofthestudy.................................................................................................51.4Layoutofthepresentstudy......................................................................................6ChapterTwoLiteratureReview..........................................................................................82.1CurrentresearchinteachingEnglishwriting...........................................................82.1.1Productapproach...........................................................................................82.1.2Processapproach...........................................................................................92.1.3Genreapproach............................................................................................112.1.4Thecomparisonofthethreeapproaches.....................................................122.2Theprocessgenreapproach...................................................................................132.2.1Theprincipleoftheprocessgenreapproach...............................................132.2.2Theteachingprocedurefortheprocessgenreapproach.............................142.2.3Teachers’andstudents’rol