| Listening,speaking,reading and writing are the basic skills in English learning.Writing as an indispensable part among them aims to improve students’ ability to use language and express their own opinions.However,for junior high school students,their current writing performance is really poor and there are many problems in their compositions,like apparent logical breakdowns,poor organization,inadequate content,incoherent sentences,improper use of words or grammar,misspelled words as well as some Chinglish expressions.Therefore,based on students’ current English writing situation,the reading-to-writing model based on discourse knowledge is implemented in junior high school.The reading-to-writing model presents an integrated instruction model which combines reading teaching and writing teaching.The reading-to-writing model is based on discourse knowledge and schemata in writing.It offers students opportunities to apply what they have learned into writing and check whether they have a better understanding of the reading passages.In this thesis,the author conducts empirical research with the instruments of questionnaire,tests and interview.The research is carried out in Xinghua junior high school,a county-level private junior high school and the research subjects are 70 students in grade nine.There are 35 students in experiment group(EG)and 35 students in control group(CG).The author acts as the English teacher in the two groups.This experiment lasted for a semester from September 2019 until December 2019.The research is to testify the effectiveness of the reading-to-writing model on the basis of discourse knowledge.And it attempts to answer the following questions:1.What is the present performance of junior high school students in writing?2.Does the reading-to-writing model based on discourse knowledge improve students’ writing performance? If yes,which aspects of writing can be improved by using the reading-to-writing model?3.What are the junior high school students’ attitudes towards the reading-to-writing model based on discourse knowledge?The final results have shown that the reading-to-writing model on the basis of discourse knowledge has improved students’ writing performance.In their compositions,the structure is logical,and arguments are well-presented and relevant to the main idea with supporting material.Also,they can use adequate range of grammar and vocabulary correctly.What’s more,students have gradually realized the close relationship between reading and writing and they are willing to improve their writing by reading a lot.At the same time,they know how to synthesize their ideas from reading materials.Therefore,it can be concluded that reading-to-writing model can help students acquire discourse knowledge and improve their writing levels. |
