The Application Of Text Cohesion Theory In The“Reading To Write”Approach In Senior High Schools

Although writing plays a significant role in high school English teaching,it is still the most difficult part in studying English for most high school students.In practical teaching circumstances,teachers are used to separating reading teaching and writing teaching and students also lack the ability to use appropriate cohesive devices in their writings.Hereinafter,this research is devoted to studying how text cohesion theory can be applied in the “reading to write” approach in high school English writing teaching.The author tries to put the teaching of cohesive devices into the practical writing teaching situations in order to cultivate and promote the students' writing ability through the targeted reading activities.Then this research has put forward three questions as follows: 1.What is the current situation of senior high school students' English writing learning? 2.How can text cohesion theory be applied in the “reading to write” approach? 3.How does the “reading to write” approach help to improve students' writing ability?Therefore,the author selects 76 students from two parallel classes in grade 11 in Bazhong Tanghu Foreign Language School as the research participants.There are two targeted groups,the experimental class and control class.As for the former one,the teacher adopts the combination of reading and writing teaching,which emphasizes the cohesive devices teaching.And for the latter one,the teacher uses the traditional writing method,which means that the reading and writing teaching are performed separately.In this research,the author adopts three main means,questionnaire,tests and interviews.Before this experiment,the basic information on students' writing has been collected by questionnaires.And during the experiment,concerned pre-test andpost-test data are gathered through testing.In the end,the author carries out interviews to find out students' attitude towards the writing teaching after the experiment.This research has concluded three points based on the experiment mentioned above: A.Compared with the data respectively form pre-test and post-test,a prominent progress can be seen in writing performances of students from the experimental class.Thus,the “reading to write” approach can improve students' writing abilities.B.Students' discourse competence can be advanced by applying text cohesion theory into the “reading to write” teaching circumstances.And it is noteworthy that the teaching of cohesive devices enables students to compose more coherently and fluently.C.The students' interests in writing can be intrigued by the“reading to write” teaching as the writing can be improved through reading.To sum up,the teachers are supposed to make full use of the texts from textbooks to teach students how to read and write to nourish students' awareness of text cohesion.Meanwhile,reasonable writing tasks for practicing text cohesion can be appointed by teachers to enhance students' abilities to use cohesive devices in composing a passage.