A Case Study On English Writing In Junior High School

English writing is one of the four basic skills of English learning,is an indispensable part of junior high school English teaching,aimed at training students to output the knowledge they have learned,but also a means of examination of students’ comprehensive language ability and ability to use language knowledge.However,the current situation of English writing teaching in junior high schools is not optimistic.During the author’s teaching,writing has always been difficult for junior high school students in the beginner stage of English,and junior high school students often do not know where to start when facing writing tasks,and writing has always been a major problem that plagues English teaching.Therefore,this study aims at the English writing problems faced by junior high school students,and explores whether the teaching mode of "reading for writing",that is,the combination of reading and writing teaching methods,has a promoting effect on the improvement of English writing level and writing interest of first-grade students in junior high schools,and the impact of this teaching method on writing is specifically manifested in what aspects.The results of the study show that "reading for writing" is a practical and effective writing teaching mode for junior high school students’ English writing,which can help junior high school students improve their writing level in the first grade;"Promoting writing by reading" can improve the ability of junior high school students in English writing,that is,it can help junior high school students to obtain more vocabulary collocations and better express their thoughts in English;Can reduce the Chinese sentence expression in students’ essays,so that students can write articles that are more in line with grammar rules;Be able to help students strengthen the integrity of the content of the article and be able to highlight the key points;It can be a better layout for students,and can convey information clearly and logically.This study adopts the case study model,taking the English writing of the first grade students as the starting point,and the research process includes:First,through the analysis of the writing results in the unified examination results,understand the current situation of students’ writing learning;Second,through questionnaires and interviews,students’ views and attitudes towards English writing are understood.Third,through the "reading for writing" teaching model,the study of whether the reading promotion and writing teaching model can improve the English writing level and writing interest of first-grade junior high school students.The results of the study show that "reading for writing" is a practical and effective writing teaching mode for junior high school students’ English writing,which can help students in the first grade of junior high school to improve their writing level and interest in writing;"Promoting writing by reading" can improve the ability of junior high school students in English writing,that is,it can help junior high school students to obtain more vocabulary collocations and better express their thoughts in English;Can reduce the Chinese sentence expression in students’ essays,so that students can write articles that are more in line with grammar rules;Be able to help students strengthen the integrity of the content of the article and be able to highlight the key points;It can be a better layout for students,and can convey information clearly and logically.At the same time,it can help the first grade students of junior high school to improve their interest in English writing,and in the mode of reading and writing teaching,students’ attitudes towards English writing have a positive change.The implications of this study for the teaching of English writing in junior high schools have the following three points: First,in English teaching,teachers should pay attention to the input of language knowledge by reading.Teachers should pay attention to the secondary development of reading materials,in reading teaching,students should be led to accumulate phrase collocations,sentence patterns,article content and article conception methods in reading materials after the completion of reading tasks,paving the way for future writing.Second,teachers should pay attention to the output of writing after reading input.After completing the reading teaching,teachers can arrange a variety of writing activities such as writing after reading and expanding articles to help students complete the output.