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of Yang Yun, Shi Huizhong (2020) that teachers should integrate reading with writing based on the activities around thematic meaning. Meanwhile, the discovery is consistent with Wang Qiang (2020)’s findings that in order to create teaching activities that are consistent with students’ authentic experience, teachers ought to draw close attention to the teaching content, stylistic structure, and language expression of materials for reading or writing tasks. They should also combine the psychological and cognitive traits with the linguistic advancement level of specific students. 

Moreover, although both the author and Zhang Xinya (2019) research the writing model proposed by Zhang Xinlin and Zhang Siyu (2017), the noticeable difference is that in terms of thematic meaning, the author applies the model in senior high schools. However, Zhang Xinya (2019) mainly focus on the relationship between the text quality and self-evaluation in junior high schools. The author finds out the main difficulties that students encounter in English writing at present, and comes to the conclusion that reading-to-writing model in terms of thematic meaning can improve students’ writing performance. At the same time, the author also has an in-depth understanding of students’ views and perceptions of this model. The specific findings are illustrated as follows:

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