A Comparative Analysis of Writing Sections in Old and New Editions of FLTRP Senior High School English Textbooks

— A Case Study of Unit 1 in Compulsory Book 1

Abstract

This study takes the writing sections of Unit 1 in the compulsory English textbook for senior high school (Grade 10) published by Foreign Language Teaching and Research Press (FLTRP) in the 2004 and 2019 editions as the research objects, and conducts a comparative analysis of the similarities and differences between the two editions in terms of writing content, activity design, exercise arrangement, and other aspects. The research shows that the new edition (2019) places greater emphasis on the design of writing tasks in real-life contexts, highlights the expression of personal experiences in the form of diaries, and demonstrates stronger communicative and authentic characteristics. In terms of activity design, the new edition follows the cognitive process of “Comprehension—Development—Practice”, focuses on the construction of writing scaffolds and process guidance, and embodies the concept of the process-based approach to writing. Additionally, the new edition has strengthened the diversity and operability of writing practice activities. The study points out that the 2019 edition is more in line with the core literacy requirements specified in the National English Curriculum Standards for General Senior High Schools (2017 Edition, Revised in 2020). It reflects a shift from “output-oriented” to “literacy-oriented” and “process-oriented” approaches, which provides important implications for the updating of teachers’ teaching concepts and the improvement of students’ writing abilities.