On The Application Of Reading-to-Write Approach To English Writing Teaching In Senior Middle School

As one of the four basic skills of language teaching and an aspect of communicative competence,English writing has received more and more attention in the ELT research circles.However, among the four basic skills of English learning, writing seems to be the weakest one among senior school students in China. Although many English teachers spend a lot of time on marking students' writing with great efforts,it still seems that their hard work did not bring much effect.Most of us teachers have had such experiences that although we spend a lot of time marking on the students' writing, but only to find the corrections and comments ignored.The students pay little attention to responses and regard revision of their writing as a punishment. Writing has long been recognized as one of the most daunting tasks of senior school.Starting from the perspectives of modern linguistic theory, the pressing demands of the new curriculum, and the practical needs of student development, the study analyzes the prevalent misconceptions about writing.By means of questionnaires and interview, the present study has found that writing teaching method is a teacher-centred approach in which students were the passive receivers of writing knowledge, and consideration has not been given to both reading skills and writing skills simultaneously in class.At the same time, the textbook in each module provides many different styles of reading and writing materials for the students.So the author proposes an assumption of integrating the teaching materials with Reading-to-Write Approach in the senior school writing teaching.The students practice writing under the teacher's guidance, learning how to use words and expressions correctly in context, understanding text structure, learning how to express their views around a topic by applying their prior knowledge,To examine the validity of the Reading-to-Write Approach, about one-year action research is carried out in an ordinary high school,adopting the methodology of literature survey, questionnaire survey, interview, testing and so on. The results of the experiment showed that Reading-to-Write Approach had a more positive impact on students' writing attitudes and habits than traditional writing teaching methods. This approach helped them much more in word usage, longer sentences and content, and text structure or development. Besides,the students' competence of interaction and co-operation were enhanced, Therefore, Applying Reading-to-Write Approach in writing teaching is effective.