3。1 Research questions 16

3。2 Subjects 16

3。3 Instruments 16

3。4 Research procedures 17

4。 Data Analysis 18

4。1 The data of the questionnaire 18

4。2 Analysis of the data 19

4。3 Analysis of cases 20

4。3。1 Case one 20

4。3。2 Case two 20

4。3。3 Case three 21

4。4 The writing teaching strategies combining reading 21

5。 Findings and suggestions 23

5。1 Findings 23

5。1。1 Current English writing learning condition of high school students 23

5。2。2 The necessity of implementing the integrated teaching mode 23

5。2 Suggestions 23

6。 Conclusion 25

References 26

Appendix 28

Appendix 1: Questionnaire 28

Appendix 2: Case One 29

Appendix 3: Case Two 31

Appendix 4: Case Three 33

1。 Introduction

1。1 The background of research

1。1。1 The importance of English writing teaching 

Language is a tool of social intercourse, and writing grows out of the need of social intercourse。 The proficiency of English language does not only lies in listening, reading and speaking, but also in writing in this language to express one’s own thoughts and ideas。 The acquisition of the ability of English writing requires other language skills’ cooperation。 It reflects not only students’ language performance in vocabulary, grammar and discourse, but also students’ comprehension of writing genre, theme and structure。 The score of writing of English college entrance examination paper increase to 25 points from 15 points recent years。 It shows that the importance of writing is increasingly valued。 Undoubtedly, as an language output skill, English writing teaching is of great concern。 The nine levels of teaching objectives of writing in the latest version of High school English Curriculum Standards are: graduating seniors can 1) write abstract, report, notice, official correspondences and so on in English; 2) use English to describe scene, attitude and feeling vividly and in detail; 3) choose correct genre and vocabulary to expound their own views and to evaluate others’ views; 4) quote relevant materials appropriately in writing; 5) fill in forms, write personal resume and application in English; 6) translate Chinese into English professionally; 7) write clearly, coherently and in correct form。 Obviously, it is not easy for senior students to meet these criteria。 From~优E尔L论E文W网wWw.YoUeRw.com 加QQ7520.18766 English teachers in senior high school should conduct tutorial writing lessons by fully utilizing the teaching materials。 While the truth is that senior high school students can hardly spare time in practicing writing。 This dilemma urges English teachers to find a more effective way of writing teaching。文献综述

1。1。2 The reformation of English college entrance examination

Scholars of English education have been explored more scientific ways to measure students’ English writing proficiency。 For example, Zhejiang Province added a new type of writing – “Completing a narrative article” in the English college entrance examination paper of October, 2016。 This type of writing means that adding a reasonable ending to an unfinished story。 Students are supplied with a reading material within 350 words。 Based on the content, the beginning sentence and the marked key words of the reading material, students should develop the passage into a complete, logical essay。 Firstly, students should understand the reading material。 Secondly, students should focus on the key information。 At last, students should consider the possible plot development and work on it。 Scores will be given according to the following four criteria: 1) textual cohesion between the reading passage and student’s writing; 2) the abundance in content and the correct use of key words; 3) the abundance and correctness in grammar and vocabulary; 3)degree of the textual coherence。 This type of writing intends to develop students’ awareness of imitative and creative writing together。 At the same time, Shanghai is about to adopt another type of writing – “Summary Writing”。 Summary writing is also a kind of writing assignment combining reading and writing。 The reading material generally contains 250 – 300 words。 The genre could be narration, explanation and argumentation。 Students should work out a summary within 60 words based on the reading material。 The procedures of summary writing are: 1) Read through the whole passage, grasp the main idea, identify the genre; 2) Read the whole passage carefully for the second time, find out the key sentences and screen out the minor information; 3) List out the main idea of each paragraph; 4) Pull together key sentences and highlight the main theme creatively。 This type of writing intends to develop students’ reading strategies, enhance the ability of comprehension and expression。论文网 英语读写整合教学对英语写作的作用及其对高中英语教学的启示(2):http://www.youerw.com/yingyu/lunwen_157364.html