| The English Curriculum Standards(2003) points out the ultimate goal of English Curriculum is to further improve the students’reading comprehension ability, help students form effective English learning strategies and train the students’ comprehensive ability of using language after their compulsory English education.English reading has long occupied a prime position in the teaching of English. It has directly affected the entire quality of English teaching. However, we have discovered from research many problems exist in high school English teaching. Much undue focus has been put on formality, specific information, results, independent words and phrases, rather than on significance, key messages, processes and discourse. Reading and writing are closely linked to one’s ability to use the language competently. This thesis attempts to make a foray into the teaching of writing and explore whether this can affect students’interest in reading, whether this will elevate their ability to use the reading strategies and also whether this could solve the fundamental problem in thoroughly understanding what they have read.This thesis, on the basis of literature research, describes and illustrates the research status and the significance of the combination of reading and writing. Using input and output theories, transfer theory, discourse analysis theory, and reading and writing theory, the writer carries out surveys and an interview of English reading among83students from two parallel liberal arts classes in Grade11. After exploring the characteristics and genre of the teaching materials, studying the themes of the texts, and using her knowledge of her students’cognition and comprehension abilities, the writer designs a series of writing tasks, such as paraphrasing, writing using similar formats or structures, writing using succinct language, expounding, continuing narratives and writing comments after reading. The writer also suggests a feasible combination of reading and writing teaching. Through the comparison of surveys and reading comprehension tests given before and after the study, the writer demonstrates that the teaching of "reading through writing" elevates the students’ interest in reading and cultivates the students’ability to read effectively and comprehensively. |
