A Study on the Cultivation of Senior High School Students’ English Writing Ability of Underachievers Based on Multiple Feedback Mode

Abstract

Writing ability is an important component of the core literacy of senior high school English, and it is also a weak link in the development of language competence among students with learning difficulties. At present, senior high school English writing teaching mainly adopts a single teacher feedback model, which is characterized by one-sided and delayed feedback as well as insufficient pertinence. Consequently, it is difficult to address the problems of underachievers, such as weak foundations, inadequate expression and poor revision awareness. Trapped in passively accepting evaluations for a long time, underachievers have low enthusiasm for writing; their linguistic errors recur repeatedly, and their writing proficiency can hardly be improved effectively. In view of this, teachers should transform traditional writing evaluation concepts, construct a diversified feedback teaching system, enrich the connotation of writing feedback teaching, guide students to master writing logic and optimize linguistic expression through multi-subject interactive feedback. Meanwhile, teachers should identify writing problems through diversified evaluation methods, so as to improve underachievers' current writing learning situation and enhance their comprehensive English writing ability.