The Application Of "Reading-to-write Approach" In The Rural Middle School English Writing Teaching

English curriculum standards clearly put forward,"English curriculum for basiceducation’s mission is: to arouse students’ interest in learning English, and makestudents build their confidence...... Enable students to master basic English knowledgeand listening, speaking, reading, and writing skills, Formed a comprehensive ability touse language;......"Good foundation for their lifelong learning and development. Withthe growing up of national and cultural exchanges, English writing, as an importantmeans of communication to be widely used in various fields. English writing is one ofthe most key in junior middle school English teaching. Every senior high schoolentrance examination, the English written expression the proportion of scores are high,that is to say, scores of English competition is the competition of English writing scores,whose writing score high, whose English score will be high. We also can say, Englishwriting is the key part in the senior high school entrance examination. English writingnot only in learning is widely used, in the future work is also widely used. For example,the exam composition, academic papers, experimental report, or work or study abroadapplication etc. so writing is closely related to our life.For many students, even after several years of English learning, most of thestudents’ writing ability is just passable. Especially in the countryside, the schoolteaching environment and the method is relatively backwards, the students`writinglevel is below. When the students heard to write essays, they will sighing soundunconsciously. We can hardly see any writing skills in students’ writing, and even somestudents can not write a complete and correct sentence. The questions of Students’writing are various, such as spelling mistakes, grammatical mistakes, can notunderstand the sentence structure, the lack of unity and coherence. There are manykinds of fault in students`composition: Chinese-English expressed in different ways,the lack of vocabulary grammar is not solid, English practice is not enough, includinglistening speaking reading practice due to no English language sense, lack of writingtraining and appropriate theoretical guidance. As written communication writing, has noattention in the countryside. According to this situation, the teaching of English writingin rural areas will continue to decline, this will affect the teaching development of the whole rural schools.Aiming at these problems, this paper analyzes the current status of rural juniormiddle school English writing teaching, research the problems in writing carefully,combining the teaching practice, to explore the methods for English writing in juniormiddle school students in rural areas,---“reading to write” method. In short,“reading towrite” is the way to improve students’ English reading ability in English WritingAt present, whether at home or abroad, the research of "reading to write" has madesome important achievements. Krashen’s "Input Hypothesis" theory of Krashen, Swain’soutput hypothesis theory and Flower’s cognitive theory, to a certain extent, make a lot ofresearch on “reading to write”. At home, there are other scholars such as HuangYuanshen, Yang Yonglin, etc. also make study on “reading to write”. But on the currentdomestic situation, in some big cities, in some advanced school,“reading to write” isused in some extent. But for some small towns, the method of “reading to write” is stillnot implemented. Especially in the rural middle school, the method has not beenreceived. Now, more and more teachers have realized the important role of writing inthe process of personal development and English Teaching, but how to practice, thereare still many problems that we need to explore research, especially need manyempirical studies. So this thesis discussed if "reading to write" is an effective teachingmethod? If it can improve the students’ English writing? Trying to prove that "reading towrite" is an effective method for rural middle school writing teaching.This thesis is mainly divided into five chapters. The first chapter is to introduce thebackground of this study. Analyze the problems that exist in rural students’ Englishwriting and analyze the deficiency of teachers in the teaching of English writing. Thesecond chapter is the literature review. Analyze the domestic and foreign scholars onstudy of “reading to write”, stated the advantages, but also puts forward the deficiency.Describe the theoretical basis of “reading to write”. The third part, through analyze therelationship between reading and writing, discussed the way of adopting “reading towritie”. Research the connotation and application means of “reading to write”. Thefourth part is the comparative research of experiment, including the experimentalpreparation, and the implementation process. This part is reflected in this dissertation,the teaching experiment lasted for sixteen weeks, by analyzing the specific case,analysis of the lesson to show the details of the experiment, finally making the objective data. The fifth part is the analysis of the results of experimental research. Analysis of theresults must be true, objective and accurate. At last, make a conclusion, and put forwardthe harvest and reflection during this thesis.I intend to combine the method of” reading to write”,treat the questions of ruralmiddle school English writing teaching as a breakthrough, to explore if "reading towrite” fit rural middle school, in order to find an effective way to improve the ruralEnglish writing level, and strive to do a bit contribution for the progress anddevelopment of rural English Education.