A Study Of Teaching English Writing Through Combined Reading-writing Approach In A Senior High School

The curriculum standard of English(2003) m ade it clear that the general goal of the English learning at senior high level is to lead students to further understand the English learning aims, to develop their abil ity of independent and cooperative learning, thus helping them cultivate effective learning strategies and in tegrating skills of using English language. “integrating skills” refers to listening, speaking, reading and writing. The present English teaching m ode pay a lot of attention to improving students’ listening and reading abilities, but lack the e mphasis on speaking and writing,which m akes students fail to speak and write well. Language is a communicative tool. If students can not speak and write ef fectively, what’s the po int of learning English? In order to reach the balance of in-put and out-put,the combined reading-writing m ode is advocated, which consists of three steps of reading, discus sion and writing, m eant to improve stu dents’ ability of writing.In order to prove that this teach ing mode is reasonab le and feasible in bettering students’ writing ability, an experiment with two classes is carried out for a whole term in the senior high school, where th e author works. The study is based on the theories of Krashen’s in-put comprehensive in-put Hypothesis and of Swain’s output Hypothesis with the help of the related research at h ome and abroad. In the two experim ental classes, the new teaching mode is tried in one class while traditional teaching mode is applied in the other class, in an attempt to illustrate that the new mode really works well.The combined reading-writing mode is really helpful in improving students’ ability of writing to s ome degree. Meanwhile, it also m akes students more interested in En glish writing. However, designing such classes is a creative process and team work sometimes really helps in order to make classes close to being perfect.