A Study Of English Writing Competence: Integrating Reading In Writing Class

English writing is one of the four basic skills of English learning. Writing teaching is indispensable to language teaching. However, for quite a long time, writing teaching and learning has been perplexing English teachers and students. 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 reading in writing class are focused on in this thesis.The thesis consists of six chapters:Chapter one provides a general introduction about the importance of English writing and current situation of English writing in Senior middle school including an analysis of problems in developing students' writing competence, which shows the necessity of integrating writing with reading under teacher' s guidance.Chapter two is to introduce two key literature theories. One is Krashen' s Input and Swain's Output theory. The other is consciousness-raising. These theories can act as a guide for us to find a better way to improve students' writing competence.Chapter three is to illustrate the nature of reading and the relationship between reading and writing so that the hypothesis of integrating reading in writing class is proved feasible.Chapter four is focused on the application of integrating writing with reading in Senior Middle School English class activities. In this process, students practice writing in reading under their teachers' guidance, learning how to use words and expressions correctly in context, understanding text structure, learning how to employ appropriate cohesive devices and how to fully expound their views around a topic by applying their related knowledge, thus creating a coherent, unified and logical writing.Chapter five is to compare and analyze the data collected from the experiment and to test whether English writing competence can be improved by integrating reading in writing class.Chapter six is the conclusion. In this chapter, the author also summarized the implications and limitations of this experiment, which is the basis for the future research.