Cultivate Grade 8 students’ Writing Competency in Reading Teaching

Abstract English teachers have become acutely aware of the importance of English writing。 They also pay more attention to English writing teaching。 However, most junior school students are not good at writing。 It is usual to find out grammar errors, Chinglish expressions and so on in their compositions。 Writing is rather difficult for beginners to handle in the English learning。 However, junior school is also a key period for students to learn writing。 How to help students to improve their writing ability efficiently has draw scholars’ attention。 There are many 

This paper will analyze and classify junior school students’ English learning condition。 It mainly focuses on the application of reading to write approach in English writing class which materials come from the reading parts of textbooks。 74673

The research questions are as follows。

    (1) Can the application of Reading-to-Write approach improve junior school students’ English writing ability?

(2) What aspects of junior school students’ English writing can be improved through Reading-to-Write approach?

The paper contains five chapters。 

The first chapter is about the background of the research which will analyze the presentation of reading and writing teaching in Chinese Junior School and the learning psychology of junior school students, showing the typical errors in Grade 8 students’ composition the necessity of the application of reading-to-write approach。 

The second chapter is about literature view which is pided into two parts: previous researches of writing instruction and reading-to-write approach including its theoretical bases, feasibility and advantages。 

The third chapter mainly talks about the implements of the research。 The author will propose researcher questions, studying participants, experimental materials and procedure。 The participants for the research were chosen from Xixi Junior Middle School, Class 1 and Class 2 in Grade Two。 Class 1 which had 45 participants was the experimental class, while Class 2 which had 48 participants as the controlled class。 There was no apparent difference in English level between these two classes。 The paper also makes a questionnaire in order to know more about learning conditions and thoughts of students。

In the forth chapter, the author will investigate the data of experiments。

The fifth chapter will draw a conclusion and give some suggestion in English writing teaching according to the experiments

Key words: Reading-to-write approach; Purposefully reading; Junior school; English writing teaching 

在英语阅读课堂中培养初二学生写作能力的教学研究摘要在初中英语教学过程中，教师越来越重视英语写作教学。然而大部分的初中学生写作成绩都不理想，通常在写作中会出现中式英语，词不达意，语法错误等等。对于初学者而言，英语写作尤为复杂而难以掌握。

本文研究以读促写教学法对初中学生英语写作能力的影响。

问题如下：第一，在初中，以读促写教学法是否能提升学生的写作能力？

第二，以读促写教学法主要能改善写作中的哪些问题？

本论文一共分为五部分

第一部分是论文简介。分析了国内初中写作教学的现状以及作文中的典型错误，并强调了以读促写教学法的必要性

第二部分是文献综述。介绍了其他写作教学法以及以读促写教学法的理论基础。

第三部分是实验过程。本文选择杭州市西溪中学学生作为研究的对象，并进行了三个星期的实证研究。首先，把实习期间的初二（1）和（2）班分别作为实验班和控制班，实验班人数为45 人，控制班人数为48 人，两个班的英语水平相当。两个班的实验班采用实验教学，控制班采用传统的教学法。还采用了问卷调查，以了解学生写作学习情况。