1. Both process genre approach and product approach can improve the studentsEnglish writing achievement.2. Through the teaching experiment for one semester and according to statistical dataanalysis, the effectiveness of the process genre approach to teaching writing has beenverified. The two test class scores have improved after the test; however, the experimentalclass improves significantly.3. Process genre approach practices much better to improve students active attitudesand interests in English writing and cultivate students good writing habits.From the above experiments can be seen, the process genre approach has certainadvantages. But the application of any kind of teaching method is not omnipotent andimperfect, the process genre approach is no exception. The process genre approach is stillin practice in college English writing teaching in China. It not only combines with thepractice of teaching English writing, but also adapts to the current English examinationsystem.Key Words: English writing, process genre approach, product approach, writing interest,writing achievementAbstractForeign language teaching has been the focal point of teaching reform in colleges anduniversities and the teaching English writing is the priority among priorities and is animportant standard to measure the students English level. At present, since the collegeEnglish writing teaching still uses traditional product approach, process approach andgenre approach for training, English writing for both teachers and students are a hugeproblem. Thus, new methods of teaching English writing need to be further studied, toovercome the defects of the existing writing methods and improve the current situation ofEnglish writing teaching in university.This study, based on reviewing the teaching methods of writing, explores a newteaching mode, which is named the process genre approach. The principles of the approachare: writing takes place in a social context, and is a reflection of a particular purpose;through the analysis of model text and discussion with peer learners and teachers, learnerscan get sufficient input from text, teachers and peer learners; in the writing process,learners can acquire linguistic knowledge and strategy training. Process genre approachcorrects the disadvantages of the traditional teaching methods. It not only plays a directingrole of teacher and model text, but also stimulates the students initiative which improvesthe writing interest and writing scores. The effectiveness and feasibility on collegenon-English majors writing teaching are proved by experiments. The author also putsforward valuable suggestions for the future related studies.This study adopts the method of quantitative and qualitative analysis. The participantsare 60 non-English major sophomores enrolled in 2011 who come from two classes ofCollege of Arts and Science Bohai University. The teaching time is 15 weeks. In thecontrol class, the product approach is conducted while process genre approach is carriedout in the experimental class. Through questionnaires, comparative analysis of scores intwo classes before and after the experiment and 10 students interview in the experimentalclass, the author attempts to verify the three hypotheses as follows:1. Both product approach and process genre approach have the contribution toimproving students writing achievement.2. The process genre approach in teaching writing can more significantly improvestudents writing achievement than traditional product approach.3. The process genre approach can inspire students interests, build up active attitudesand cultivate students good habit of writing.Results and discussion: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vContentsChapter One Introduction .11.1 Background of the study.11.1.1 Situation of students learning of English writing .31.1.2 Situation of present teaching of English writing .41.2 Significances of the study.41.3 Purpose of the study .51.4 Layou