A Case Study Of Reading-facilitated-writing Model In Improving English Writing In A Township Junior High School

As English Curriculum Standards (2011) clearly states, the overall basic education’smission for English Curriculum is to cultivate students’ comprehensive abilities in languageapplication.English writing ability is one of the most important comprehensive abilities in languageapplication which students should gain. However, nowadays, in the township Junior highschools, some problems can’t be ignored in learning and teaching English writing for studentsand teachers. Many students are not interested in English writing and their writingperformance is poor. In addition, most teachers can’t attach importance to writing teaching,and traditional teaching method can’t arouse students’ interest. Therefore, English writingbecomes the weakest part in English teaching.Because the township Junior high school students are weak in English and the teachers’knowledge is limited, this research attempts to apply the Reading-Facilitated-Writing Modelto improve students’ writing performance, which integrates reading with writing and helpsstudents to learn how to apply the linguistic knowledge from reading into writing. And it isexpected that some new ideas can be provided for township Junior English writing teaching.This study took72students in a township Junior high school as subjects and carried outthe teaching experiment for five months. Two study questions were proposed:1) CanReading-Facilitated-Writing Model improve Junior high school students’ writing performancein content, discourse, syntax and language?2)Are Junior high school students satisfied withReading-Facilitated-Writing Model?This study was divided into three periods: During the first period, the pretest wasanalyzed and questionnaire1was conducted to investigate students’ current writing situation.During the second period, the Reading-Facilitated-Writing teaching experiment was carried out and the data are collected. In the third period, the post-test and questionnaire2were donein order to observe the changes of writing performance and students’ attitudes towards thisteaching method. Finally, data from the experiment were analyzed.The results indicate that the total writing grades of content, discourse, syntax andlanguage are higher in experimental class than in controlled class. The questionnaire2showsthat most students are satisfied with this model. All in all, Reading-Facilitated-Writing Modelis effective, because students’ writing competence and interest are improved, and teachers’writing teaching strategies are also developed. However, Reading-Facilitated-Writing Modelis not perfect, and further adjustments need to be taken while using it.