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A Practical Study on High School English Writing Classroom Based on the "Production-Oriented Approach"

Author(s)

Yankun Lu*

Affiliation(s)

AnKang Senior High School, Ankang, Shaanxi, China *Corresponding Author.

Abstract

This study aims to enhance senior high school students' argumentative writing proficiency by addressing the misalignment between traditional writing instruction and the demands of the reformed Gaokao, which emphasizes logical reasoning, critical thinking, and academic language skills. Against the backdrop of China's ongoing Gaokao reforms, the Research is grounded in the Production-oriented Approach (POA). This pedagogical framework prioritizes the integration of learning and application through its three-phase cycle (motivating-enabling-assessing). The study employed a quasi-experimental design, implementing a reading-to-writing instructional model that incorporated (1) schema-building through selected texts, (2) scaffolded task chains for skill development, and (3) multidimensional assessment. Results demonstrated significant improvements in students' discourse construction and argumentation skills, confirming the model's efficacy in bridging the gap between linguistic input and productive output. The findings suggest that POA-based writing instruction can effectively prepare students for the cognitive and linguistic challenges of the reformed Gaokao.

Keywords

English Writing; High School; Gaokao; POA; Argumentative Writing

References

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