A Research On Improving The Writing Ability Of Senior High School Students Through English Three-Step Reading Teaching

English teaching is mainly composed of reading and writing, both of which are sameimportant for students to learn English in senior high schools. However, in the currentEnglish teaching, more emphasis has been put on English reading than writing. Thestudents’ English writing level is far from satisfactory. Although the students have learnedEnglish for a long time, it is still difficult for them to produce satisfying articles with strictstructure and clear statement. Therefore, how to improve the senior high school students’English writing has become the focus for both English teaching and the current researches.Reading is input, while writing is output. In order to promote the students’ writing ability,enough input must be guaranteed. Without adequate language input, output is difficult tocontinue. Many experts at home and abroad have conducted large quantities of researchesand reached the consensus on this point.For the purpose of solving English writing problems, arousing students’ enthusiasmfor writing and improving their writing ability, this paper makes a tentative study toexplore an effective approach to developing the English writing competence. Based on aseries of related theories such as Krashen’s input hypothesis, Swain’s output hypothesis,the cognitive learning theory and the mutual relationship of English reading and writing,and combined with the author’s own experience, this article first analyzes the presentwriting situation in the senior high schools, points out the writing problems, and then putsforward a model to promote students’ writing competence, that is, implement writingteaching during the different stages of reading teaching, so that the writing ability of themcan be greatly improved. In terms of research methodology, this paper mainly employsexperimental study. By means of recent related theoretic studies, the author scientificallydesigns the experiment and gives a careful analysis to the collected data. At last, thehypothesis that the three-step reading teaching can develop the senior high school students’writing capability is verified.This thesis can be divided into six parts. Chapter1gives a brief introduction to thebackground of the research, analyzes the current writing situation as well as sources ofEnglish writing problems in the senior high school and points out the purpose and thesignificance of the research. Chapter2is the literature review. The author briefly reviewsthe researches on the reading and writing at home and abroad and introduces the related theories on the reading and writing as the theoretical foundations of the research. Chapter3is the introduction of the writing teaching model based on the three-step reading teaching.The author describes the reasons for seeking a new writing teaching model, lays out thespecific procedures in detail and demonstrates the feasibility of improving writingcompetence through the three-step reading teaching. Chapter4is about the researchmethodology. The specific condition of the experiment, including the purpose of the study,the experiment hypothesis, subjects and instruments, is elaborated by the author. At thesame time, the author also gives a detailed introduction of the experimental procedure.Chapter5is about the data collection and analysis. In this chapter, the data of theexperiment and the report are collected and analyzed respectively. By the analysis of thedata, the author verifies that the three-step reading teaching can improve the senior highschool students’ writing ability. Chapter6draws the conclusions. The study’s conclusionsare fully summarized and the author also points out the limitations and gives somesuggestions for the future research.Of course, this research is inadequate because of the restrictions of the limited timeand insufficient samples and it still needs improving in the future. All in all, it is reallyhoped that this research can raise more attention and contribute more to the further study.