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grammatically correctness through exercise in grammar texts; by pointing out all errors when making student papers. Most students find it very dispiriting if they get a piece of written work back and it is covered in red ink, underlings and crossing-out. It is a powerful visual statement of the fact that their written English is terrible. Of course, some pieces of written work are completely full of mistakes, but even in these cases, the teacher has to achieve a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other. Some techniques can be used in dealing with the errors in student papers: i) Selectivity Rather than engage in intensive error-correction when responding to student writing, teachers are encouraged to adopt a more moderate approach to error. If the teacher over-corrects the students’ mistakes, the students would be likely to focus on errors instead of ideas. Students are more likely to grow as writers when the teacher’s primary purpose in reading student papers is to respond to content. However, if attention to content and correctness are combined when making papers, it is more helpful to select one or two kinds of errors the individual student is making than to point out every error in the paper. The teacher can identify a selected error, show an example or two on the student paper, and either explain the correct form or direct the student to a handbook for further explanation. It is always worth writing a comment at the end of a piece of written work -----anything from “Well done” to “This is a good story, but you must look again at your use of past tenses---see X grammar book page xx.” ii) Error-analysis Another method for working with student error, one that can be especially fruitful for teachers, is to approach it from an analytic perspective. Teachers, as error-analyst, look for patterns in the errors of an individual student, tries to discover how the mistake arrived at the mistakes by analyzing the error (Lack of knowledge about a certain grammatical point; A careless one or a mis-learned rule?), and plans strategies accordingly. iii) Publish Student Writing The final basic strategy is publishing. Students need a reason for laboring over a draft until it is perfect; the urge to see oneself in print can be a powerful drive toward revision and proofreading. Conclusion: As teachers to the students who are in senior high school, they should learn to turn students’ hard work toward supporting the language strengths students already have, proving students with a feeling of success, finding materials and planning classroom experiences will turn students on to reading and writing, the reading and writing will develop with much greater ease than it does at the present time. Reference: Gu Xueliang, The Basic Technical Training in English Teaching, Hangzhou University Press, 1998. Wilga M.Rivers & Mary S. Temperley, A practical guide to the teaching of English as a second or foreign Language, New York: Oxford University Press, 1978 Smith F. Understanding Reading (2d ed), New York: Holt, Rinehart and Winston, 1978 David Freeman&Yvome S. Freeman, 龚雅芳&张连忠&李静军（编辑），英语教学基本讲座，北京师范学院出版社，1991