| As a significant means of communication, writing in English has been widely applied in many areas with increasingly frequent contacts between peoples of different cultures. But English writing is a complex integrative process of comprehensive skills, which is hard for many learners to master and apply in a short period. Quite a few college students (of non-English major) feel discouraged in writing and often give up their writing practice. As a result, after two years' English study in college, the writing skill of most students is far from being satisfactory and inspiring. Few students (of non-English major) graduate with a qualified writing ability or can write skillfully in their work; some even cannot produce a correct sentence. Too many errors and mistakes make their writing a failure. And there're many factors accounting for their failure: insufficient vocabulary, poor grammatical knowledge, lack of practice in English, such as understanding speech, speaking and reading, which results in poor English comprehension. Lack of writing exercises under teacher^ guidance and lack of knowledge about the difference between Chinese and English cultures also lead to this failure. To solve their problems in writing, different measures can be taken in class. But of all those, to integrate writing with reading is one possible solution in order that students could learn many kinds of writing techniques in this process, learn how to use the language properly and how to expound their points of view around a topic. Therefore, the nature of and the relationship between reading and writing - the feasibility of integrating the two processes, and the implication of reading-writing relationship for classroom activities - practicality of integrating writing with reading are focused on in this thesis.The thesis consists of three chapters in addition to an introduction and a conclusion.Chapter one provides a general survey of current situation of English writing in college including an analysis of problems in students' writing, which shows the necessity of integrating writing with reading under teacher's guidance.For one reason, there are serious deficiencies in students' writing. Of the errors and mistakes, some can be self-corrected by students in their careful writing such as sub-verb disagreement, tense error, omission, repetition, and pen slip, etc. yet such errors as misinformation, ill collocation of words on sentence level, incoherent and illogical relationship on discourse level usually cannot be identified or corrected by themselves who are even unaware of these problems. So teacher's appropriate guidance in writing is indispensable and significant. Nevertheless, English writing could not be scheduled as a specific course due to limited class time for English in most colleges.For the other, one more severe problem in students' writing cannot be ignored besides those linguistic errors, i.e., they fail to give a full demonstration of their argument around a topic that leads to an illogical and unconvincing argumentation. The reason underlying is that they are not conscious of making a clear and logical order of demonstration or making use of their background knowledge to relate around a topic. For this reason, it may be suggested that students should be guided in reading class to learn how to expound their points of view around a topic, and learn how to employ their background knowledge when demonstrating an argument.Therefore, we can see that guiding students to write in class is necessary, providing students with writing techniques in reading.Chapter two is to illustrate the nature of and the relationship between reading and writing so that the hypothesis of integrating writing with reading is proved feasible.According to Mokenna (2002), writing is a language process by2which one attempts to "construct" with words a document that conveys an intended message; reading is a process by which one attempts to mentally "reconstruct" such a message from its printed representation. Also, reading and w...
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