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【Abstract】Writing plays a vital role in NMET， considered as an important way to test students’ ability to write in English. Therefore， it has gained great importance in senior high school English teaching. At present， with the implementation and acceleration of the new curriculum reform， the traditional mode of English writing teaching in senior high school brings about some problems， which has a bad impact on the increase of high school students’ English writing ability and scores. This thesis focuses on seeking for the current situations of English writing of senior high school students and exploring a great number of worthwhile strategies to enhance their English writing ability and proficiency.
【Key words】English writing； situation； solution； proficiency
I. Introduction
Writing is regarded as the emphasis of learning， aiming to examine the capacity of using the language knowledge （Yu， 2012）. At the same time， it puts forward great demands on the students’ writing skills：students can use English to exchange information， state the facts， opinions， emotions， and feelings， exert imagination， and develop the standardized writing habits （Yuan， 2012）. However， the English writing teaching has still been in the weak link and has many problems， such as， too few words， monotonous vocabulary， grammatical errors and other phenomena. The paper mainly is to explore the situations and problems of English writing of high school students， analyze its primary causes and come up with some solutions to improve students’ English writing proficiency and scores.
II. The situations of English writing of high school
1. The shortage of English writing materials
At present， there are not English writing materials that are uniform， referable， and integrated in the senior high school. There is undoubted that different high schools use the multiple versions of English textbooks throughout the country. Although some versions of the textbooks cover writing， most of them are based on unit formulation， regarded as a subsidiary part of the reading materials. In addition， writing is usually done as homework by students after school， few students can really finish writing requirements according to English writing assignments in the textbook. And then most of the students’ mistakes are mentioned instead of demonstrating a typical error or a good example of a student， which fail to let the students know the reason why the composition scores are low， what a good composition is and how it should be improved. In spite of the fact that a few schools buy some independent English writing textbooks， it is difficult to understand precisely the knowledge points， control the importance and difficulty， grasp the extent of the test and improve students’ ability to write in English because these books are not the textbooks provided by “English curriculum standards” （Chen， 2016）. 2. The low interest and frequency of English writing
Interest plays a vital part in learning achievement. However， plenty of students have no interest in English writing at present because English writing teaching aims at improving the students’ ability of taking the college entrance examination， and the teaching methods are relatively simple and rigid in the class， which give rise to the low English writing level （Liao， 2011）.
What’s more， the amount and frequency of writing training still need to be further increased. Despite the fact that teachers attach great importance to the English writing training of various themes and genres， and teachers arrange basically a writing task after the completion of the text， it requires to be strengthened to make students develop the habits of writing. Meanwhile， although the teachers want to spend a lot of time in making the students practice English writing in the class， and sometimes even writing training， the task of high school lessons is so heavy that writing training only takes the mechanical repetition training methods. Besides， because of the limited time， it lacks of well-preparation， such as， information collection， processing and expression of relevant writing topic， which is not able to bring into the effectiveness and validity of English writing.
3. The weakness of English comprehensive application ability
Generally speaking， when high school students learn English， they pay more attention to the accumulation of language points but neglect the application of language information. They usually know the meaning of many words but not apply the proper use of these words to English writing， for example， prepositions collocation and sentence construction （Gao
【Key words】English writing； situation； solution； proficiency
I. Introduction
Writing is regarded as the emphasis of learning， aiming to examine the capacity of using the language knowledge （Yu， 2012）. At the same time， it puts forward great demands on the students’ writing skills：students can use English to exchange information， state the facts， opinions， emotions， and feelings， exert imagination， and develop the standardized writing habits （Yuan， 2012）. However， the English writing teaching has still been in the weak link and has many problems， such as， too few words， monotonous vocabulary， grammatical errors and other phenomena. The paper mainly is to explore the situations and problems of English writing of high school students， analyze its primary causes and come up with some solutions to improve students’ English writing proficiency and scores.
II. The situations of English writing of high school
1. The shortage of English writing materials
At present， there are not English writing materials that are uniform， referable， and integrated in the senior high school. There is undoubted that different high schools use the multiple versions of English textbooks throughout the country. Although some versions of the textbooks cover writing， most of them are based on unit formulation， regarded as a subsidiary part of the reading materials. In addition， writing is usually done as homework by students after school， few students can really finish writing requirements according to English writing assignments in the textbook. And then most of the students’ mistakes are mentioned instead of demonstrating a typical error or a good example of a student， which fail to let the students know the reason why the composition scores are low， what a good composition is and how it should be improved. In spite of the fact that a few schools buy some independent English writing textbooks， it is difficult to understand precisely the knowledge points， control the importance and difficulty， grasp the extent of the test and improve students’ ability to write in English because these books are not the textbooks provided by “English curriculum standards” （Chen， 2016）. 2. The low interest and frequency of English writing
Interest plays a vital part in learning achievement. However， plenty of students have no interest in English writing at present because English writing teaching aims at improving the students’ ability of taking the college entrance examination， and the teaching methods are relatively simple and rigid in the class， which give rise to the low English writing level （Liao， 2011）.
What’s more， the amount and frequency of writing training still need to be further increased. Despite the fact that teachers attach great importance to the English writing training of various themes and genres， and teachers arrange basically a writing task after the completion of the text， it requires to be strengthened to make students develop the habits of writing. Meanwhile， although the teachers want to spend a lot of time in making the students practice English writing in the class， and sometimes even writing training， the task of high school lessons is so heavy that writing training only takes the mechanical repetition training methods. Besides， because of the limited time， it lacks of well-preparation， such as， information collection， processing and expression of relevant writing topic， which is not able to bring into the effectiveness and validity of English writing.
3. The weakness of English comprehensive application ability
Generally speaking， when high school students learn English， they pay more attention to the accumulation of language points but neglect the application of language information. They usually know the meaning of many words but not apply the proper use of these words to English writing， for example， prepositions collocation and sentence construction （Gao