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the universal property of all things in the world.” Bertalanff (1968, p. 86) points out that “everything in the world is a whole composed of elements with a certain structure.” The Integrity Principle requires us to regard the research object as an organic whole. 

Regarding the relationship between reading and writing in English teaching, Ding (1999, p.  18)  proposes  that  “reading  and  writing  are  reciprocal  processes,  and  they  are  relatively independent and closely related.” It can be seen that the Integration of Reading-Writing teaching approach  is  mainly  a  process  of  reading  and  writing  as  a  whole  to  carry  out  teaching  practice, which has the following characteristics: Teaching changes from the transfer of knowledge to the processing and conversion of experience; teacher changes from a single knowledge-guided model to  comprehensive  expertise  and  skill-guided  model;  student  changes  from  passively  accepted imitation to active innovation; The form of teaching organization changes from fixed classrooms and  collective  lectures  to  group  cooperation  and  exploratory  development;  teaching  methods changes from dictation, blackboard to multimedia, study plan, and modernization.

2.2 An overview of English writing teaching

This chapter mainly introduces the nature of English writing and teaching. It also presents related researches on English writing teaching at abroad and home.

2.2.1 Nature of English writing and teaching

Writing  is  to  describe  things,  express  ideas,  and  exchange  information  in  an  accurate  written language and appropriate manner (Li& Li, 1994). The purpose of writing is to express feelings and exchange information. Therefore, different writing purposes lead to various forms of writing. A good article should have a complete structure, fluent language, unified style, and actual content (Wang  &  Wang,  2002).  From  the  perspective  of  Information  Processing  Theory,  writing  is  the process  of  outputting  the  information  in  mind  in  written  form.  Therefore,  writing  prudent  is  a complicated thinking process. Vicki, U. & Monette, M. (2005) point out that “writing can help students connect different events, characters, and thoughts, help students think and ask questions in a targeted manner, and cultivate their critical thinking and logical reasoning ability.” According to Chomsky’s (1979) theory, humans are inherently capable of acquiring spoken language, but they  cannot naturally  develop  written  communication  skills. Whether  it  is a  first  language  or  a second language, writing skills cannot be acquired naturally. Students need to go through an active and conscious learning process, and they must achieve a certain level through long-term training. 

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