A Study Of The Effect Of Read-to-write Model On Improving High School Students’ English Writing Ability

English writing has become an important means to interculturalcommunication in the time of globalization, and it has been applied to variousfields. English writing is considered as one of the four basic skills in Englishlearning. As one of the essential language skills, writing is playing a vital rolein English teaching. English writing, however, has been a weakness of thehigh school students in China. And English writing teaching has become amajor problem for English teacher. English writing is a complex process ofapplying integrated abilities. But the close dialectic relation between readingand writing was usually ignored in the traditional English writing teaching.Especially, the effect of integrating writing with reading, which can be gainedthrough training, is neglected. Read-to-Write mode is a teaching method topromote writing skills by a good deal of reading. Many scholars have provedthe effectiveness of the Read-to-Write mode for English writing teaching. Thepresent study, taking Krashen’s Input Hypothesis and Swain’s OutputHypothesis as its theoretical bases, the combination of input and output maybe an effective means in language learning and teaching. On the basis of these,the relation between reading and writing is studied to test whether theRead-to-Write model can improve the high school English learner’s writingcompetence. The detailed research content based on problem above is asfollows:(i) Do learners who have a better training of Read-to-Write approachmake progress in writing composition than those who do not?(ii) What effects does the Read-to-Write teaching model have on high school students’ Englishwriting ability in terms of content and organization respectively?(ii) Doesapplying the Read-to-Write teaching model build up high school students’writing confidence?To prove the validity of the Read-to-Write teaching model onenhancement of high school student’s English writing ability, aboutone-semester empirical research was carried out in an ordinary high school,adopting the methodology of literature survey, questionnaire survey and so on.Through the analysis of the writing teaching practice in Baiyun No.2highschool of Guiyang city and we draw the following conclusions.(i) The studydata showed that Read-to-Write model was more effective than the traditionalwriting teaching model.(ii)The comparison of the pre-test with post-test resultindicated that students in EC performed better in structure and organization,clarity and fluency aspects than the students in CC.(iii) The questionnaire dataon Read-to-Write model make clear that this teaching method helped the highschool students much more in writing idea, organization, grammar, vocabulary,content and coherence and so on. The results showed that the experimentalclass and control class were significant differences in the aspect of Englishwriting attitude and writing proficiency. And Read-to-Write approach had amore positive impact on high school students’ English writing level thantraditional teaching methods. Therefore, the conclusion of the thesis is thatthrough applying the suitable Read-to-Write model writing teaching strategies in the English writing teaching, it is effective to improve high school student’sEnglish writing ability.