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e  prevailing  problems  in  the  current  high  school  English  writing teaching  and  find  out  the  problems  that  should  be  paid  more  attention  to  the  teaching  practice process  to  conduct  English  writing  better.  This  study  hopes  to  provide  a  new  reference  for  the development of Senior High School English writing teaching at this stage.

The  Integration  of  Reading-Writing  teaching  approach  strives  to  increase  students’ language  output  opportunities  to  speak  and  write  in  the  classroom.  Teachers  try  to  create  and increase the chances for students to apply their knowledge and cultivate good learning habits for students to learn actively and cooperatively to improve their English writing ability. The prospect of this teaching approach is to form a virtuous circle of English writing teaching ultimately. The Integration of Reading-Writing teaching approach conforms to the College Entrance Examination reform  trend  and  meets  the  standards  of  core  literacy  of  ordinary  Senior  High  School  English subjects.

The research mainly focuses on the following questions:

Question 1. To what extent does the Integration of Reading-Writing teaching approach improve the writing achievement of high school students?

Question 2. To what extent does the Integration of Reading-Writing teaching approach influence the attitude towards the writing of high school students?

Question 3. To what extent does the Integration of Reading-Writing teaching approach stimulate the extracurricular reading interests of high school students? 

Chapter Two Literature review

2.1 Integration of Reading-Writing teaching approach

Since  the  1980s,  experts  studying  the  teaching  theory  of  reading  and  writing  have  reached  a consensus  that  reading  and  writing  are  almost  the  same  psychological  process.  Both  have psychological, cognitive mechanisms. People’s psychological process when reading is similar to the psychological process when writing, and they all contain the behavior of understanding and creation. If reading is regarded as a decoding process, writing is the process of encoding. Reading is the comprehension of meaning from outside to inside. Writing is the expression of ideas from the inside to the outside. It can be seen that the improvement of reading ability and writing ability should be unified in the whole process of teaching. 

2.1.1 Features of Integration of Reading-Writing teaching approach

Integrated teaching is a teaching method derived from the Topic-Based Teaching model. It focuses on  cultivating  students’  practical  language  application  skills  while  paying  more  attention  to language teaching integrity. “The wholeness is 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。