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instruments,theresearcher intends to explore the effects of the“reading-to-write”teaching modelbased on discourse cohesion theory on senior high school students’English writingattitudes,use of cohesive devices and changes in writing performance.Through onesemester teaching experiment and analysis of the results,the major findings of thisstudy are mainly reflected in the following aspects.

First of all,the“reading-to-write”teaching model based on discourse cohesiontheory can change students’negative attitudes towards writing.When it comes towriting,most senior high school students first feel anxious or resistant,let alone enjoyit.After the experiment,the students can generally realize that writing as output is animportant skill in acquiring English,and agree that the“reading-to-write”teaching model is more interesting than the traditional teaching methods.Therefore,thestudents begin to accumulate plenty of reading,take the initiative to carry out writingtraining and can also take the writing tasks assigned by teachers seriously.Thiscreates a virtuous cycle,and eventually students’writing performance has improved.It can be seen from the interview that students can face up to their shortcomings andactively correct them.Facing writing is no longer fear,but full of confidence.Thechanges of students from psychology to attitude benefit from the effectiveimplementation of the teaching model.

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