英语教材作为一项重要的英语教学资源能够帮助英语教师和学习者达成教学目标。教材分析评价由此对教材的编写、修改、使用尤为重要。基于体裁写作和过程写作教学方法指导，本研究对北京师范大学出版社高中英语教材写作部分的体裁、体裁知识、写作任务和写作活动进行了深入评价，分析这四个写作方面的选择和编排特点。评价基于一份改编自Cunningsworth (2002) 教材评价标准的表格开展并得出以下结论：（1）教材充分融合发挥了体裁写作和过程写作教学的双重优势；（2）教材在体裁选择上强调了写作的交际功能和目的；（3）写作活动涵盖语言的不同层次并呈现出从关注词汇、句式向关注语篇结构延申的设计特点。研究建议教材编写者和使用者进一步关注写作活动的多样性，设计并提供更加多样有趣的教学活动，同时在写作过程中进一步培养学生的读者意识。

    Textbooks are used as important resources to achieve teaching and learning objectives. To evaluate textbooks effectively is crucial for the development, revision, adaptation and use of them in class. Based on genre writing and process writing approach, this study has an in-depth evaluation on the writing section of ELT textbooks from BNUP (Beijing Normal University Press) for Chinse senior high school students. Through answering what genres, genre knowledge, writing tasks and writing activities were introduced and how they were organized in the writing section, the researcher attempted to give a clear picture of the properties of this part. The research was conducted based on a self-designed checklist, which was adapted from the checklist proposed by Cunningsworth (2002).  This research found that: (1) both genre writing approach and process writing approach are incorporated and widely used in writing sections; (2) the genres chosen emphasize communicative function and purpose of writing; (3) EFL writing activities stretches from sentence to discourse level. The study suggests that both textbook writers and users should pay more attention to the variety of writing activities and reader/writer relationship which is important for writing in real life.