1、,June 2nd , 2016,By XXX Supervised by Professor XXX,Contents,higher standard is required in the current senior school English curriculum reform,a new round of the NMET reform on September, 4th, 2014,problems in writing found through teaching practice Stotsky（1983）; Stein (1990); Grabe (2003); Hirvel

2、a (2004) ; etc.,the key and direction of the present study were pointed out,. Literature Review,2.3 Related Study of Applying Reading-to-Write to Teaching at Home Bai Yinju (2009); Sheng Yiying (2005) ; Liu Ye (2006) ; Yang Yonglin(2010) ;Wang Chuming (2012) ;Zhang Jing(2014);Gao Ruixue(2013); etc.,

3、Theoretical research,（1）Quantitative research （2）conducted in colleges and universities,Innovative points of this thesis : 1. Qualitative research, mainly use case study 2. Analysis of cases and form conclusions,This study mainly follows Krashens Input Hypothesis and Swains Output Hypothesis. This p

4、art mainly focuses on the value and significance of Krashens Input Hypothesis and Swains Output Hypothesis,. Theoretical Foundation,Language Input,Language Output,Writing,Reading,Reading can promotes writing and they can be integrated togrther.,questions,subjects,methods,4.1 Research Methodology,. A

5、pplication of Reading-to-write Approach to Classroom Teaching,Study questions:,. Application of Reading-to-write Approach to Classroom Teaching,Q1:Whether the application of reading-to-write approach can effectively improve senior school students English writing ability?,Q3:What effective strategies

6、 are supposed to be expected in applying reading-to-write approach to senior school English writing teaching?,Q2:What are the senior school students attitudes towards reading-to-write approach?,Subjects:,. Application of Reading-to-write Approach to Classroom Teaching,In this study, 60 students from

7、 Class 12, Senior Two in Tianshui No.1 Senior School are chosen as the research subjects,. Application of Reading-to-write Approach to Classroom Teaching,methods:,pre-questionnaire from teachers & students (32 Ts / 31 valid, 96.9% 242 Ss /231 valid, 95.5%) are investigated before,post-questionnaire

8、from subjects are investigated at the end of .,Case study,Interview,4.2 Procedure of Applying Reading-to-write Approach to Classroom Teaching,. Application of Reading-to-write Approach to Classroom Teaching,Pre-writing Reading: Comprehensible Input,Writing by Guidance: Comprehensible Output,Post-wri

9、ting Consolidation,1,2,3,This is the core of the thesis. Four cases of applying different reading-to-write strategies are demonstrated:,4.3 Case Demonstration on How to Apply Reading-to-write Approach to Classroom Teaching,Case 1,Case 2,Case 3,Case 4,Shortening writing PEP, Book 7, P2-3,Continuing w

10、riting PEP, Book 8, P1-3,Imitating writing PEP, Book 7, P43,Theme writing PEP, Book 8, P11-12,. Application of Reading-to-write Approach to Classroom Teaching,5.1 Analysis on Questionnaires and Interviews Descriptive statistics analysis,5.2 Analysis on Cases,. Data Analysis,Figure 5.1 Statement 3: T

11、he application of reading-to-write approach has effectively improved my English writing ability.,Figure 5.2 Statement 4: I believe that I have made significant progress in English writing.,Table 5.2 The data analyses of the results of the statements of No.5, No.6, No.10 and No.11 in the post-questio

12、nnaire,. Conclusion,Secondly, the reading-to-write approach is widely accepted by senior school students, who generally hold the positive views on the reading-to-write approach.,Thirdly, with regard to writing teaching, senior school English teachers can apply the appropriate teaching strategies (i.e. shortening writing, continuing writing, imitating writing and theme writing) of the reading-to-write approach to improve the students writing ability.,6.3 Some Limitations: the reading materials used in this study are mainly focused on the texts from the students textbook,