本研究采用历时质性个案研究方法，对北京某重点高中两位英语教师进行了为期一年的跟踪调查。通过分析访谈、课堂观察等多种数据，本研究发现两名教师都认为英语写作教学应以培养学生的批判性思维和语言综合能力为目的，且与其他技能的培养相融合。她们采用体裁式写作教学方法，将写作教学嵌入日常英语教学活动，关注学生学习写作的过程。本研究发现表明高中英语教师在日常教学中可以突破应试束缚，切实培养学生的写作能力。

Taking a longitudinal qualitative case study approach,this study followed two high school EFL teachers over an academic year to explore their beliefs and practices in writing instruction. Multiple methods were used in data collection, including interviews with the teachers and students,classroom observations,and written documents such as course syllabi, handout and students’ writings. Data analyses showed that the two teachers considered that the purpose of English writing instruction was to nurture students’ abilities of critical thinking and omprehensive language use. Therefore,the development of writing competence should be integrated with the competences of listening,speaking and reading. They took genre approach, integrating writing activities into other English teaching activities,and attending the process of learning to write in English. This study indicates that high school EFL teachers may go beyond the constraint of examination pressure to nurture their students’ development in English writing competence.