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論文題目：From Reading to Writing: an Effective and Practical Approach in Improving Students' EFL Writing in Senior High Schools.
一、選題依據(jù)及意義(不少于300字).
English, especially English reading and writing, has become an effective means to get access to all kinds of information and an indispensable means of international communication. As a matter of fact, English writing are vital to our individual development because it has been applied more and more in both our English study and future work.
However, according to my personal writing experience and teaching practice experience in Bobai Middle school, I found that the students' EFL writing ability is not so encouraging and satisfactory in senior high schools though they have learned English for several years in primary and middle school. Not a few of them do very poor in applying English to express their ideas, thoughts, feelings, etc. in EFL writing. Some of them even cannot produce a single correct sentence in their compositions. Those students may actually have something to write, but they just cannot express it correctly and appropriately in English. On one hand, they do not grasp sufficient active vocabularies to express themselves. On the other hand, they lack sense of sentence structure and composition structure to develop their composition. The last but not least, they don't know how to apply the materials they have read to improve their writing ability though they have read a lot.
Therefore, it's necessary and urgent to find an effective and practical approach to solve the poor performance in the students' EFL writing and improve their writing ability. Many scholars have proved that there is a strong relationship between reading and writing. From reading to writing can effectively enlarge the students' amount of vocabulary, cultivate their sense of sentence structure and composition structure, enrich their writing materials and promote their ability in using words and sentences. Therefore, from reading to writing approach is highly advocated in improving EFL writing in senior high schools.
二、研究目標(biāo)與主要內(nèi)容(含論文(設(shè)計(jì))提綱，不少于500字).
1.研究目標(biāo)：
According to the New Curriculum Standards for senior high schools, listening, speaking, reading and writing are four basic skills and requirements for the students. However, the students' EFL writing ability in senior high schools is not so pleasant and encouraging. The prevalent EFL writing approaches (the product approach and the process approach) in senior high schools do not do much good to improve students' writing ability. This study aims to compare these two approaches with from reading to writing approach and show the advantages of applying from reading to writing approach in senior high schools.
From reading to writing approach advocates that writing should be integrated with reading so that the students can enlarge their vocabulary in reading, learn how to use language appropriately, how to apply their background knowledge, how to arrange the sentences, how to organize the composition, how to achieve coherence and unity and how to activate their mind when writing. In this way, the students can improve their writing ability effectively and efficiently. Therefore, the thesis tries to analyze the present reading and writing situation in senior high schools, expound the nature of reading and writing, discuss the necessity and feasibility of reading to writing approach, show the application of reading to writing approach in EFL writing practice and prove the effectiveness and practicality of reading and writing approach.
2.主要內(nèi)容(提綱)：
1. Introduction
2. The present situation of English writing in senior high schools
3. The nature of reading and writing
3.1 The nature of reading
3.2 The nature of writing
4. The relationship between reading and writing
4.1 Reading paves the way for writing
4.2 Writing promotes reading
5. The necessity and feasibility of reading-to-writing
5.1 The necessity of reading-to-writing
5.2 The feasibility of reading-to-writing
6. The advantages of applying reading-to-writing approach
6.1 The definition of reading-to-writing approach
6.2 A comparison of reading-to-writing approach with product approach and process approach
7. The application of reading-to-writing approach
7.1 The principles of applying reading-to-writing approach
7.1.1 Paying equal attention to reading and writing
7.1.2 Paying equal attention to intensive reading and extensive reading
7.2 The selection of good reading materials
7.3 Ways of adapting reading-to-writing approach
7.3.1 Pre-writing reading
7.3.2 Writing from reading
7.3.3 Post -writing reading and rewriting
三、研究方法和手段。
(1)研究方法 .
1. Literature research method: read relevant books, journals and nets for research .
2. Comparative analysis method: compare the product approach and the process approach with from reading to writing approach and show the advantages of from reading to writing approach.
(2)研究手段 .
Collect, sort and search books, journals and dates from the library and on the internet.
四、參考文獻(xiàn)目錄(作者、書(shū)名或論文(設(shè)計(jì))題目、出版社或刊號(hào)、出版年月或出版期號(hào)).
[1] Judith Oster. 1984. From Reading to Writing: A Composition Text with Reading for English as a Second Language [M]. Columbus: A Bell & Howell Company.
[2] Judith A. Standford. 2000. Developing Connections: Short Reading for Writers (Second Edition) [M]. California: Mayfield Publishing Company.
[3] 蔡明德. 論英語(yǔ)閱讀教學(xué)對(duì)寫(xiě)作的影響及教學(xué)啟示[D]. 華中師范大學(xué)， 2003.
[4] 陳立平. 從閱讀與寫(xiě)作的關(guān)系看寫(xiě)作教學(xué)中的范文教學(xué)[J]. 外語(yǔ)與外語(yǔ)教學(xué)， 2001,(04).
[5] 陳昕. 淺談?dòng)⒄Z(yǔ)閱讀與寫(xiě)作的關(guān)系[J]. 科技信息(科學(xué)教研)， 2008,(01).
[6] 高利華. 英語(yǔ)寫(xiě)作教學(xué)中結(jié)果法與過(guò)程法的對(duì)比研究[J]. 大同職業(yè)技術(shù)學(xué)院學(xué)報(bào)， 2003,(03).
[7] 劉上扶. 英語(yǔ)寫(xiě)作論[M]. 南寧：廣西教育出版社， 1998.
[8] 劉燁. 以讀促寫(xiě)在高中英語(yǔ)寫(xiě)作教學(xué)中的應(yīng)用研究[D]. 西北師范大學(xué)， 2006.
[9] 羅靜. 英語(yǔ)教學(xué)以讀促寫(xiě)教學(xué)法新探[J]. 現(xiàn)代技能開(kāi)發(fā)， 2003,(03).
[10] 王薔. 英語(yǔ)教學(xué)法教程[M]. 北京：高等教育出版社， 2000.
[11] 韋巖峰. 提高英語(yǔ)閱讀能力的有效途徑[J]. 青海師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版)， 2004,(06).
[12] 相廷禮. EFL閱讀與寫(xiě)作能力的相關(guān)性分析[D]. 山東大學(xué)， 2007.
[13] 肖福壽. 英語(yǔ)寫(xiě)作教學(xué)的原則與策略[M]. 上海：上海大學(xué)出版社， 2007.
[14] 謝薇娜. 談閱讀與寫(xiě)作的交融性[J]. 外語(yǔ)教學(xué)， 1994,(04).
[15] 熊杰. 高中英語(yǔ)閱讀教學(xué)中結(jié)合寫(xiě)作練習(xí)提高學(xué)生寫(xiě)作能力的研究[D]. 西北師范大學(xué)，2006.
[16] 中華人民共和國(guó)教育部制訂。 全日制義務(wù)教育普通高級(jí)中學(xué)英語(yǔ)課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)[M]. 北京：北京師范大學(xué)出版社，2003.
五、文獻(xiàn)綜述(在對(duì)選題涉及的研究領(lǐng)域的文獻(xiàn)進(jìn)行廣泛閱讀或調(diào)查的基礎(chǔ)上，對(duì)該領(lǐng)域的研究現(xiàn)狀、發(fā)展動(dòng)態(tài)等內(nèi)容進(jìn)行綜述，并提出自己的見(jiàn)解和研究思路。不少于700字).
It is necessary and compulsory to learn about the prior studies about this thesis, since theyare helpful to make this study more persuasive and creative.
Liu Ye (2006) points out that English as a foreign language has become a sure access to information of all sorts and an indispensable means of international communication. Besides, he also said that with the shift from the ability of manipulating the linguistic structure to the ability of using the language to communicate in written/spoken forms in English, EFL writing was considered as a tool for people to communicate in a real situation. Xiong Jie (2005) also points out that both reading and writing are powerful and highly individual tools for thinking, learning and discovering, and both perform the function of communication. Judith Oster (1984) points out in his book From Reading to Writing: A Composition Text with Reading for English as a Second Language:
―Reading puts us in touch with other minds and feelings and experiences. We also experience the ways in which the writers have organized information, chosen words, structured arguments. We can see how well a good writer expresses himself; what makes that writing so effective, what we can learn from it. Reading gives us ideas we may not have imagined, information we may not have had…… It may stimulate us to think, to feel, to read, or even to argue against the writer's view‖。
From the studies above, we can see that English reading and writing are very important everyone's individual development.
There are many EFL writing approaches, among which the process approach and the product approach are the two prevalent ones. Wang Qiang (2000) points out that the product approach pays great attention to the accuracy of the final product but ignores the process. The product approach is a traditional one, which follows this pattern: the teacher gives a topic, a set of requirements, and a time limit-the students finish the task within the time limit and hand in the final product-the teacher evaluates the students' compositions. Liu Shangfu (1998) thinks that the disadvantages outweigh its advantages in the product approach. The advantage is that the students can get a clear idea of the style, organization, etc. of the composition. But there are obvious disadvantages: the students don't feel free to write because the given topic will lead them to imitate, copy or translate the given models or materials; the teachers mainly evaluate and correct the words, spellings and grammars but give very few comments after the students' works are handed in and, most importantly, the students usually put their works aside after handed down. In this way, the product approach does little good to improve students' writing ability because it only trains their usage of words and grammar knowledge but not improves their mind and sense of writing composition.
Wang Qiang (2000) considers that the process approach does not only pay attention to what students do while they are writing but also attaches great importance to what the students (and the teacher) do before they start writing and after they finish writing. Liu Shangfu (1998) thinks that the process approach puts much emphasis on the students' writing process and help to discover, analyze and solve problems in the students writing process. In process approach, writing is a process of brainstorming, outlining, drafting, sharing, revising and evaluating. In this approach, the students can feel free to express themselves, get guidance from their teachers or peers, experience every details of writing and broaden their mind. But it still has its disadvantages: it costs the students a lot of time and it does no good to the students to form a habit of writing in a limit time. That is because the students usually have a heavy learning tasks in senior high schools and all kinds of examinations require the students to write in a given time.
As mentioned above, we can see that the product approach and process approach are not so feasible and practical in English learning in senior high schools.
As a matter of tact, the positive effects of combining reading to improve writing has been recognize for ages. It can be testified by Chinese proverbs ―He who reads tremendously owns a gifted pen‖ and ―You will become a poet yourself if you have read three hundred Tang poems thoroughly‖。 We can see that the integration of reading and writing in reading have long been used in native language learning and considered as an effective way in improving native language learning. However, the combination of reading and EFL writing in China has just begun. Yang Jing (2003) made a study on improving students' English writing ability through the course of comprehensive English. She deemed that the course of comprehensive English played an important role in providing language knowledge as well as training in language skills. Liu Ye (2006) points out that from reading to writing approach can motivate students into active reading and writing, present a real-life communicative situation and improving writing skills. From the internal law of language development, reading and writing skills were related closely. The process of reading was actually the one that readers gained and internalized the information of language knowledge, the process of input. However, the process of writing was the one that writers presented the knowledge that they had learned or acquired, the process of output. There was no doubt that reading-input, was the foundation of writing-output. And on the other hand, writing –output was the result of reading-input. All in all, some scholars have expounded the possibility of integrating reading and writing on the perspective of theoretical explanation and empirical inference. Some others have carried out experimental researches to testify the feasibility and efficiency of the integration of reading and writing.
In short, researches both at home and abroad on EFL writing have made great contributions to this field. This thesis lays its emphasis on the importance of preparing for writing in common English reading and practice writing in daily English learning, proves the effectiveness and practicability of from reading to writing approach and provides an effective and practical approach for the students to improve their EFL writing ability.
六、工作進(jìn)度安排(時(shí)間、內(nèi)容、步驟).
1. Preparation period.
1). From the time 10th Nov, 2007 to 8th Jan, 2008, I would search for the related materials in order to set down the title, preparing the report of the paper.
2). From the time 9th Jua,2008 to 22nd Jua,2008, I would search for suitable goal, approach and content , finishing the report.
3). From the time 23rd Jan, 2008 to 1st Mar, 2008, I would read the materials carefully and search for more.
2. Written period.
1). From the time 1st to 11th Mar, 2008, I would generalize the materials and the data.
2). From the time 12th Mar, to 10th Apr, 2008, I would finish the first draft.
3). From the time 12th to 25th Apr, 2008, I would hand in the paper to the teacher and revise it according to her advice.
4). From the time 25th to 27th Apr, 2008, I would truly finish the paper and make it checked, preparing for argument.
3. Oral defense period.
七、預(yù)期成果。
The BA thesis: From reading to writing: an Effective and Practical Approach in Improving Students' EFL Writing ability in Senior High Schools.
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