A Case Study Of Improving Students’ English Writing Through "Reading-Analysis-Writing" Model

Reading and writing are often trained separately in senior high school Englishteaching. Teaches always put more emphasis on reading than writing and overlook theinterrelation between them. As a result, most of the students are afraid of writing and havenot effectively developed this skill. How to improve students’ writing competence is animportant issue for us teachers to consider carefully. This research is to investigate therelationship of reading and writing, and to discuss the practice of“reading-analysis-writing” model in English teaching.Based on Krashen’s comprehensible Input Hypothesis, Swain’s comprehensibleOutput Hypothesis, and Schema Theory，this thesis tries to deal with the followingquestions:(1) Can the “reading-analysis-writing” model motivate students to write moreactively and have more confidence in writing?(2) Can students’ writing competence be improved through the practice of the model?(3) How can this model improve students’ writing competence in practice?The study has indicated that the students in the experimental class have not onlydeveloped their interest in English writing, but also gained more confidence in it.Meanwhile, their writing skill has been greatly improved. They have formed theconsciousness of learning and using language in the process of reading and writing, whichturns out to be a good habit. It has been proved that the new model is an effective way toimprove students’ English writing competence and is worth trying and further exploring byus teachers.