A Study Of Applying Reading-to-write Model To English Writing Teaching In Senior High School

English writing is considered as one of the four basic skills in English learning.As one of the essential language skills,English writing is an indispensable part in senior high school English teaching.However,English writing has been a difficult language skill for Chinese school students to master,which draws great attention from the English educators in our country.Continuous efforts have been put on teaching and relevant researches in seeking for scientific and effective methods to achieve better results.Based on Krashen's comprehensible Input Hypothesis,Swain's comprehensible Output Hypothesis and Schema Theory from relevant field,this thesis aims at probing into the effects of reading-to-write model on senior high school students' English writing by carrying out an experiment.Two questions as the following,will be discussed in this study.(1)What effect does reading-to-write model have on senior high school students' English writing in terms of content,organization and language?(2)What effect does reading-to-write model have on the senior high students'attitudes and interests in English writing?This research was conducted with an experiment.80 students from two parallel classes in Senior Two of Shanghai Zhongguo senior high school participated in this study,together with the researcher herself and their English teacher.The experiment lasted for two months.A pretest was conducted firstly to select the participants and make the assessment.Then followed the teaching experiment with reading-to-write model for two months.A post-test was carried out last so as to assess the outcome.A questionnaire and interviews were conducted as supplementary instruments.According to the results of the experiment and following up survey,this author can draw the conclusion that reading-to-write model is an effective way in improving high school students' writing ability.From the analysis of the data in the experiment,we can come to the following conclusions:(1)The data in the experiment indicates that reading-to-write model canimprove the English writing performance of high school students.By comparing the pre-test with post-test,the data in the experiment shows that students in experimental class performed better in content,organization and language than the students in controlled class.(2)The questionnaire and interview on reading-to-write model made clear thatthis writing teaching method changed students' attitudes and aroused theirinterests in English writing.This study provides us some implications.First of all,the teachers could integrate comprehensible,the students' interested and relevant reading materials into teaching so as to enhance the students' writing ability.What's more,the teachers could offer the students' proper guidance and guide the students to pay their attention to the content,organization and language in the reading materials.Finally,in order to provide sufficient input for writing,students should be encouraged to read extensively outside the classroom and to form a good habit of reading.