An Application Study On The Reading-to-write Approach In Senior High Schools’ English Writing Teaching

With the globalization of economy and culture. English writing, as a data media and data exchange instrument, plays a more and more vital role in all kinds of fields. Therefore, the writing requirements of English Curriculum Standards and National Entrance Examination of Universities are much higher than before. Writing, which is a process of using comprehensive skills, however, is hard for senior middle school students to master and apply in a short period. They can’t write a coherent passage despite mastering a lot of words and grammar; some even can’t write a correct sentence. So the problem what is the efficient and effective way in writing teaching arises. According to the research review and related theories, the author believes it is possible and feasible to apply the Reading-to-write Approach in writing courses, and makes a study on124students in Grade Two of Fengfeng Chunhua Senior High School. In the experiment, the students in EC were exposed to a lot of exercises related to the Reading-to-write Approach with more reading techniques guidance, while the method used in the control class was just using the traditional method of teaching writing without any reading exercises. The result of the experiment shows that the performances of the subjects in EC. in writing, were significantly better than those of the students in CC.As the related result showed, the Reading-to-write Approach is a more effective way to teach the English writing,which stimulates the students’interest and evokes their enthusiasm in writing. Their attitudes towards writing were greatly changed.By applying the Reading-to-write Approach in writing teaching, the students not only become more confident and productive in their English writing practice,but also develop a good habit of English writing. The students’ English writing abilities have been improved greatly. The thesis consists of six parts. The first part is introduction:it provides a general survey of current situation of English writing in senior middle schools. It shows the writing requirements of English Curriculum Standards and National Entrance Examination of Universities and the aim and significance of the study as well. The second part mainly reviews the results of the researches made in such a field previously. The third part provides the theoretical background for the study by illustrating the essential theories relevant tc English reading and writing:Krashen’s Input Hypothesis. Swain’s Output Hypothesis, are referred to in this part. The fourth pan focuses on the experiment:according to the hypothesis. the author designed the pre-test and post-test and carried out the comparison experiment, and then collected the data and analyzed it. The fifth part analyzes the result of the experiment further.Chapter Six draws the conclusion and points out the limitation; finally the thesis puts forward suggestions for future research.