A Study On The Effectiveness Of "Reading-to-Writing" In Argumentative Writing Teaching In Senior High School

The importance of argumentative writing in English writing in senior high school should not be underestimated.However,according to the survey of the author on the current situation of the teaching on English writing in senior high school,i found that,on the one hand,English teachers cannot pay enough attention on the argumentative writing,on the other hand,they do not set special writing courses for it and still adopt the traditional way to teach,which is reciting some templates.Therefore,students cannot have a set of feasible and effective method to develop argumentative essays.Their enthusiasm and interest in argumentative writing are not very high.Finally,students’essays are poor on writing quality,low on writing scores and lack of readability.Therefore,in order to change this situation,teachers should adopt some relatively new teaching methods that are more in line with the actual situation of students in the teaching process,so as to improve students’ argumentative writing scores and change students’ attitude towards it."Reading-to-writing emphasizes the close connection between reading and writing and holds that reading and writing can not be treated separately.Reading can increase input of students,writing can promote output of them,If students cannot obtain enough input on information,the quality of output will be very low.Therefore,we should pay attention to improve students’ writing performance through reading.Therefore,in order to study whether "reading-to-writing" can make a positive impact in the process of teaching argumentative writing in senior high school and find out a more suitable and conductive mode to improve students’ scores on argumentative writing.According to the current problems existing in argumentative writing in senior high school and the theory of Krashen’s input hypothesis and Swain’s output hypothesis theory.This study summarizes relevant literature and then puts forward three main research questions as follows:What is the status of argumentative writing teaching in senior high schools and what are the existing problems?How to implement "reading-towriting" in English argumentative writing classes in senior high school?Is "reading-towriting" effective in improving high school students’ argumentative writing scores and changing their attitudes towards it?The object of this investigation include 60 students from a high school in Harbin.First of all,the author conducted a questionnaire survey on the students in the teaching class in order to understand the problems existing in the teaching of English argumentative writing in high school and conducted a pre-test on their writing in order to master students’ writing level in the class.Secondly,"readingto-writing" was applied to daily teaching,which lasted for a semester.Finally,the posttest on writing and interview are conducted for the students in this class.The research gets three main findings.First of all,students can realize the importance of argumentative writing,but at the same time,they also think argumentative writing is difficult to study and operate.Meanwhile,they think the teaching method used by teachers in class is very monotonous and the effect is not very ideal.Secondly,"reading-to-writing "teaching method should be divided into three procedures:reading before writing,reading-to-writing and evaluation after writing.On the one hand,attention should be paid to both through extensive reading and careful reading to enrich students’ knowledge reserves,on the other hand,give students the opportunity to discuss freely to cultivate their thinking quality,stimulate students’desire and interest for writing.Finally,through interviews and post-test of writing,it is found that "reading-to-writing " is really beneficial to improve students’ argumentative writing scores,and conductive to change students’ writing attitude from negative to positive.In conclusion,the author hopes to provide some ideas for the teaching of English argumentative writing in senior high school through this study,so as to make the teaching of argumentative writing more effective.