A Study On The Application Of Reading-to-Write Approach To English Writing Teaching In Senior High School

It is known to all that English writing is one of the four basic skills of English learning. Writing teaching is an indispensable part of senior high school’s English teaching. It aims to check the students’ language integrated ability. However, current situation of senior high school’s writing teaching is still far from being satisfactory. Therefore, according to the English writing problem of the students in senior high school, based on Input Hypothesis,Output Hypothesis and Input-driven hypothesis, the thesis is an empirical study of reading-to-write approach, which explores the four questions:First, What is the current situation of senior English reading and writing? Second, how to teach writing through further reading? Third, how to write with reading-to-write approach? Four, What influence further reading has on writing?In order to study the above questions, two parallel classes were selected as subjects and arranged as the experimental group and the control group. During the one-term experiment, both groups used the same teaching materials, but received reading-to-write approach and traditional approach respectively. All the data were collected from the experiment and carefully analyzed, which are used to prove the fact that by integrating reading in writing class, the experimental group students’English writing competence is improved, especially in the topic, content, structure, language, logic,etc. The common mistakes in writing are reduced as well.The implications from the study are that writing can be taught through further reading, and writing can be integrated with reading to maximize the possibility of using information acquired from reading. Therefore it should be adjusted according to the actual situation when it is applied.