An Experimental Study On The Application Of Reading-to-Write To English Writing Teaching In Senior High School

English writing has always been a weak point to EFL learners,and it is also the focus and difficulty in English teaching of senior high school.In college entrance examination,English writing is in a crucial position,and its form is constantly updated.The new curriculum standards issued in 2017 have made researchers clearly realize that reading and writing are inseparable.Based on the current situation of writing,the pressure of the college entrance examination and the requirements of the new curriculum standards,this thesis attempts to research reading-to-write in order to assist students in senior high school further enhance English writing ability.The following three questions will be discussed in detail:(1)What is the effect of reading-to-write on senior high school students' English writing organization?(2)What is the impact of reading-to-write on senior high school students' English writing content(relevancy,strength of support,convincingness)?(3)What is the influence of reading-to-write on senior high school students' English writing lexis? In view of the questions above,this research uses the method of experimental research and instruments of pre-test and post-test.The subjects are selected from Grade Ten of a senior high school in Handan,Hebei Province,including 41 students in the experimental class and 42 in the control class.Before the experiment,English test paper of the 2018 national college entrance examination is distributed to students as the pre-test question so as to investigate whether the two classes are at the same level in writing structure,content and vocabulary.During the twelve-week experiment,the experimental class adopted Plakans' reading-to-write model for writing teaching biweekly in Appendix III,while the control class uses Plakans' traditional writing model without the shades.The other variables of the two groups remained the same except the writing teaching model.After the reading-to-write experiment,the English composition of the 2019 national college entrance examination as the post-test was assigned to check whether reading-to-write has a positive impact on the structure,content and vocabulary of English writing to students in senior high school.Both of the tests were given 30 minutes and graded on five aspects,including structure,content,vocabulary,grammar and overall ability according to Ruegg' s rating scales.Structure,content,lexis and grammar have five scoring levels while writing ability is reflected on the overall score of the other aspects.The grading personnel are two experienced English teachers,whose scoring level has passed a paired-samples T test in SPSS 23.0 data analysis software.It indicates that there is no significant difference in given scores between them.After analyzing the pre-test and post-test data through an independent-samples T test in SPSS 23.0,the following conclusions were reached: Compared with the traditional writing teaching model,(1)Reading-to-write can improve the English writing structure of students in senior high school more effectively;(2)Reading-to-write can have a more positive impact on the writing content of students in senior high school;(3)Reading-to-write can help students make greater progress in writing lexis.The implications of the research on writing teaching are as follows:(1)English teachers in senior high school should first realize the necessity and feasibility of combination between reading and writing,establish the teaching awareness of reading-to-write,and form their own teaching model of reading-to-write.(2)Teachers should select appropriate reading materials for students.The length of the texts should be consistent with students' English level and be flexible according to students' ability.The contents of the texts should be positive,interesting and vivid.(3)Not only in the writing process of students,but also in reading,teachers should guide students to master writing methods,attach importance to the cultivation of students' writing ability,urge students to read the text repeatedly,and enhance their alignment with the text in order to innovate in the imitation.