Improving The English Writing Competence Of Senior Three Students By Integrating Reading With Writing——A Case Study Of Senior Three Students In Bangjun Senior High School

Nowadays, with the international cooperation and communication deepened, English is playing a more and more important role. Therefore, either the society or the Ministry of Education itself all puts forward higher requirements to the English as a communicative competence.As one of the four basic skills of English learning, English writing is a complex integrative process of comprehensive skill, which is difficult for learners to master and apply flexibly in a short period, especially for senior high school students in China. Several years of English learning though they have, their writing is full of grammatical mistakes and inappropriate expressions. For a long time, English writing has always been a problem in English Teaching in China. As a result, we should take all possible measures to improve students’ writing competence. The traditional teaching of English writing ignores the interaction as well as the inseparable dialectical relationship between the reading and writing, especially the significance of the promotion and cultivation of students’ writing ability from the reading teaching. In consequence, it is hard to improve the students’ writing level.Writing is a way of language output. To improve the writing competence, the students must be input a lot of valid information. Many scholars have conducted the related researches on reading and writing, which prove that the vocabulary, grammar, sentence patterns, discourse structures and background knowledge input in reading can be processed in writing and output so as to enhance the students’ interests and confidence in writing as well as to improve their English writing level. Based on previous studies, this thesis combined the research with the actual situation of teaching of senior three students, in which vast reading materials for revision were used as input materials. Reading and writing were integrated, in which various activities were taken in order to improve the students’ writing competence as well as help them write good English articles.On the basis of Krashen’s "Input Hypothesis" and Swain’s "Output Hypothesis", the teaching experiments were designed to prove that the method of integration of reading with writing can improve the students’ writing ability. The subjects were chosen from two parallel senior three classes in Bangjun Senior High School of Jixian County in Tianjin, both of whom received pre-test and post-test of English writing. Through the analysis of the collected data, the results showed that the method of integration of reading with writing can effectively improve the senior three students’ writing ability.As for the teaching of English writing, whether it is concerned about the learners themselves or the writing process, the factors involved are complex and diverse. Therefore, the research of this thesis can not do everything well and must have left much to be desired. The implications and limitations obtained in the research will lay the foundation for further research.