Both new ways of testing graduating seniors’ English writing proficiency closely combined reading and writing。 Unlike the argumentative writing before, examines are given more materials instead of a single thesis。 The reading material may give students more inspiration and train of thoughts。 Meanwhile, students need to surmise the writer’s intention by fully understanding the reading material。 It requires examines to be a qualified reader first, and then try to be a good writer。 The tendency of combining reading and writing in examination makes the author wonder if reading affects writing in a positive way? And if English teachers in senior high should put the combination into teaching practice?