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eved certain results.However,it rarely focuses on the application in senior high school teaching and thereis not even a suitable teaching method to integrate it.On the basis of current situation,this thesis intends to combine the“reading-to-write”teaching model with discoursecohesion theory,so that each teaching step has sufficient theoretical support,whichnot only deepens the connotation of discourse cohesion theory,but also increases thefeasibility of the“reading-to-write”teaching model.

Chapter 2 Literature Review

2.1“Reading-to-Write”Teaching Model

Reading and writing have always been considered as two indispensable skills inimproving students’English language competence.They interact with each otherclosely so that the“reading-to-write”is an emerging and popular teaching model ineducation.

2.1.1 Definition of“Reading-to-Write”Teaching Model

Written language is widely used in reading and writing.On the account of thecommon characteristics they have,such as the mastery of vocabulary spelling,syntactic structure,discourse structure,cultural background knowledge and ability,the learning and output of knowledge from reading are regarded as the main source ofwriting,and the reasonable input of language can lay a good foundation for writing.Therefore,reading for writing has gradually formed a major English teaching model.However,different experts state this teaching model from different aspects.

“Someone who wants to be a qualified and great writer,he or she must be a great reader”(Spack,1984,p.650).The qualified and great reader does not meanthat they read a lot of materials superficially,but they are able to understand thereading materials from various perspectives like the content,organization,discoursestructure and figure of speech as well as to regard the reading materials as the tool ofusing language.It is precisely because readers have the above abilities that they canoutput effectively and become a qualified writer.Therefore,the combination ofreading and writing appeared in the 1980s and the concept of“reading-to-write”wasformally and firstly put forward in the book Teaching Language as Communicationwritten by Widdowson(1978).Widdowson stressed that reading was a passivereceiving process,while writing was an active creating process,through theinteraction and integration of reading and writing process,both reading and writingenhanced their respective capabilities through complementarily.

2.2 English Reading and Writing

Reading is an input process of acquiring and inputting knowledge from outside.Writing is an output process from the inside out.Therefore,the improvement oflearners’language ability is based on abundant input on the one hand,and languageoutput on the other hand promotes the internalization of knowledge.In order to makebetter use of the teaching model of reading and writing,the researcher analyzes thedefinition of reading and writing in detail.

2.2.1 Definition of English Reading

Gibson and Levin’s(1975)definition of reading was considered to be widelyaccepted by many people.In their opinion,“reading can be regarded as the process ofextracting meaning from the text”(p.37).To extract meaning from text,the followingthree steps were required:first,the written symbols were translated into soundsymbols.Secondly,learners should have a corresponding mental dictionary to obtainthe m本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。