Recently, there has been growing attention on English teaching and learning in China. Writing plays a large part in the improvement of English learning. Raimes (1983:6) suggests that a variety of approaches to the teaching of writing have been devel-oped in accordance with how teachers think writing is learned. Although, Badger and White (2000) claims that product, process, and genre approaches to writing haves their strengths and weaknesses and the three approaches are complementary. Considering the specific situation of English writing teaching and learning in China, the employment of process approach into senior English course book design will be appropriate for development of high school students'writing. High school students in China rely a lot on teachers'guidance and treat writing as a task in isolation. Process approach, which concerns more of how ideas are developed dur-ing process of writing, is beneficial for students in terms of fostering independent thinking ability and making full use of writing as a valuable learning tool.
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