The Application Of Reading-to-write Model In English Writing Teaching In Junior Middle School

English learning is inseparable from listening,speaking,reading and writing.Listening and reading account for a large proportion in the high school entrance examination,and the teachers pay highly attention to these two parts in every class,so students’ listening and reading marks are really high.However,students’ oral and writing skills are relatively week,that is to say,the phenomenon of “mute English” still exists in some middle schools.According to the current high school entrance exam score of 150 points,the composition is only 15 points,while the reading is 40 points.Every ninth-grade English teacher stresses reading over writing.From the point of view of students,there are often a lot of mistakes in their own writings,but if they memorize model essays,they will score higher.Then they begin this false writing mode.In author’s school,ninth-grade students are not asked to write in their text.According to 2 years’ experience in ninth-grade,I think it is particularly important to explore the effective combination of reading and writing in junior high school in order to improve junior high school English teaching level.According to the studies,reading and writing are both based on discourse.Reading is a premise of writing,and writing is a result of reading.Reading is a process of acquiring corresponding knowledge from written language,and reading can not only increase your knowledge,but also enrich your thoughts.Writing is the process of expressing one’s thoughts and feelings.It is the process of recording one’s inner thoughts by writing down.This research attempts to apply the Reading-to-Write Model to improve students’ writing performance,which integrates reading with writing and helps students to learn how to apply the linguistic knowledge from reading into writing.Writing is output while reading is input.In the reading process,students should master the corresponding language habits and writing methods,and gradually improve theirown writing ability.Three study questions are proposed: 1)Can Reading-to-Write Model improve Junior high school students’ writing performance? 2)Are Junior high school students satisfied with Reading-to-Write Model? 3)How does Reading-to-Write Model affect students’ anxiety in English writing?This study took 99 students in No.18 Middle School of Yining city as subjects and carried out the teaching experiment for three months.This study was divided into four periods: During the first period,the pretest was analyzed and questionnaire 1 was conducted to investigate students’ current writing situation.During the second period,the Reading-to-Write teaching experiment was carried out and the data are collected.In the third period,the post-test and questionnaire 2 were done in order to observe the changes of writing performance and students’ attitudes towards this teaching method.Finally,data from the experiment were analyzed.All in all,Reading-to-Write Model is effective,because students’ writing competence and interest are improved,and students are more willing to write compositions.It also reduces students’ anxiety about writing,and teachers’ writing teaching strategies are also developed.However,Reading-to-Write Model is not perfect,for example a reading material is difficult to adapt to each student’s level of knowledge.And further adjustments need to be taken while using it.