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Notice of Retraction
After careful and considered review of the content of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE's Publication Principles.
We hereby retract the content of this paper. Reasonable effort should be made to remove all past references to this paper.
The presenting author of this paper has the option to appeal this decision by contacting TPII@ieee.org.
Since the coexistence of the two popular yet very different teaching approaches, ??the product approach?? and ??the process approach??, the teaching field of China has constantly studied and kept perpetual arguments on which one would achieve better teaching effect. The present paper discusses the principles on which they are based, contrast and examine how each can be used in the classroom, and analyzes each one's advantages and disadvantages separately. The author points out the view that both ??the product approach?? and ??the process approach?? have their own advantages and advocates that it is better to teach writing by the combination of the two approaches according to concrete situations and the background of the target students, in which way the optimum teaching effect can be obtained and the writing skills of university students can be improved rapidly.