A Study Of Cultivating English Writing Competence Of Grade Nine Students Through Reading

Writing, as one of the basic skills in English learning, is a significant manifestation of the learner’s comprehensive capability. However, writing has always been the weakness in various stages of English teaching in our country. To be more specific, despite the years spent on English, there is still a wide gap between the practical writing ability of the Chinese students and the real demand. There are two causes for this phenomenon:firstly, the lack of native language environment increases the difficulty of English learning; secondly, reading and writing are taught separately in our classroom, ignoring those elegant and native reading materials which are important writing sources. In order to solve the above problems existing in teaching English writing, the need for a more effective and useful teaching and learning method becomes increasingly urgent.In middle school, writing is not only the important part in English teaching, but also a key part in examinations. To get high scores in the exam, students get special training respectively in listening, speaking, reading as well as writing. However, they still can not master the skill of writing good English composition. Gradually, they will lose interest or even become afraid of writing.Aiming to discuss the effectiveness of combining writing and reading in improving student’s writing skill, this thesis will take Krashen’s Input Hypothesis and Swain’s Output Hypothesis as theoretical bases, with experiments as research methods. Students participating in the experiments are selected in two different class in Grade Nine from Oilfield No.4Middle School, DaGang, Tianjin. All the students in both the experimental class and the control class did the same kind of tests. The findings from the experiment support the hypothesis that teaching writing through reading can effectively facilitate the writing skill, as well as improve students’ learning interest. Meanwhile, students’ awareness of participation and cooperation is cultivated. It is an effective way to help the students improve their writing ability.