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s.....33
4.4 Research Procedures......35
4.5 Data Collection......38
Chapter Five Results and Discussion..........39
5.1Analysis and Discussion of the Pretest Results.....39
5.2Analysis and Discussion of the Posttest Results....41
5.3Analysis and Discussion of the Questionnaire.......49
5.4 General Discussion.........53

Chapter Five Results and Discussion

This chapter deals with the results and discussion of the collected data. Theauthor attempts to find out whether the reading-writing integration teaching is moreefficient than the traditional writing teaching on the improvement of students’ writingcompetence. This chapter includes the analysis and discussion of the pretest results,followed by the results of posttest analysis and discussion and then questionnaireanalysis and discussion. In the end, the author conducts an summary.In the table 5-1, N represented for the number of the students, which showed thatthe number of the experimental class and control class were both 30. As for the meanscore of the English writing of the pre-test, 75.6 standed for the control class, and74.83 for the experimental class. From the figure, the difference of the two classeswas not big. However, doubts that the difference was caused by sample error orsystem deviation and whether two classes was really no significant difference stillneeds exploring according to the results of two independent-samples t-test.

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conclusion

This paper is an empirical research, mainly tries to find out whether thereading-writing integration teaching is more effective than the traditional writingteaching method on improving students’writing competence.From the results and data analysis, it is not hard for us to figure out that theexperimental class and control class are at the same level before the experiment.Nevertheless, through the learning and teaching of 12 weeks, the English level of twoclasses has significant difference under two different teaching methods of writing.That is to say, the experimental class advances better than the control class, whichshows the reading-writing integration mode is more effective than the traditionalwriting teaching on improving students’writing competence.The reasons may attribute to three aspects. Firstly, adopting the new method ofthe reading-writing integration stimulates students’ interest in writing tasks. Secondly,under the guidance of the combination of the reading and writing, students get toknow how to write a good and complicated sentence. More importantly, they are moreacquainted with how to organize their compositions, which helps them do better onwriting compositions. Lastly, after the experiment, students in the experimental classare not only quite familiar with the new integration method but also they have donemore reading than the students in control class. Hence, the students in experimentalclass make more progress than students in the control class on writing.
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References (omitted)

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