An Action Research On English Writing Guided By Reading-to-writing Approach For Junior Middle School Students

English writing is one of the most demanding and difficult English skills.Because of the lack of some instructors' teaching method and no enough emphasis on English writing,students' English writing is not satisfactory.As an assistant of Class 9,Grade 8 in Wuhou Middle School of Shaanxi province,the author also finds that students' English writing is not satisfactory and besides,students usually feel anxious while writing.In order to solve these problems and make full use of class utility,the current English textbook is used as the basic reading material.Class 5,Grade 8 is the experimental class and Class 9,Grade 8 is the contrast class.Based on the reading-to-writing approach and combining reading-to-writing teaching strategy put forward by Zhu Jufen and Yin Guangqin,the author conducted a three-round action research and analyzed the results with SPSS software as the analysis tool.The first round of action research: First,test and verificate students' writing status through questionnaires,performance tests,interviews and classroom observation,then take corresponding improvement measures.Next,analyze students' examination results of the first month.The results show that English score and writing score are not obviously improved,but organization is much better.In addition,students' anxiety questionnaire survey results show that students' writing anxiety is not obviously improved.The second round of action research: Having analyzed the results of the first-round research,the author attaches more importance to supervision of students' performance in class,language points memorizing,and writing training.By analyzing students' examination results of the second month,the author finds that students' English score is obviously improved but their writing content and mechanics are still not ideal.At the same time,the anxiety questionnaire survey results show that students' anxiety has been reduced.The third round of action research: Having analyzed the results of the second-round research,the author strengthens the students' extracurricular reading.Then students' examination results of the third month are analyzed.The results show that the total score of students' English examination has been obviously improved,and their writing score has been improved further.At the same time,the anxiety questionnaire survey results show that students' anxiety has been reduced further.After three rounds of action research,the purpose of the study has been achieved.At the same time,it further proves the following arguments:(1)Reading-to-writing approach has obvious effects on promoting students' English writing score and the total score of their English examination,as well as in such aspects as writing content,organization,vocabulary,language expression and writing mechanics.(2)Reading-to-writing approach can effectively reduce students' writing anxiety.