1、广西师范学院师园学院本科毕业论文(设计) 开题报告系 （院）： 外国语言文学系届 别： 2008 届姓 名： 黎泽峰学 号： 0403010102专 业： 英语专业指导教师姓名（职称）： 陆云（教授）教 务 处 制二一二 年 一 月XXXXXXXX 学院本科毕业论文（设计）开题报告题 目 From Reading to Writing: an Effective and Practical Approach in Improving Students EFL Writing in Senior High Schools题目类型 囗 理论研究 应用研究 囗 设计开发 囗 其他 命题来源 囗 教师
2、命题 学生自主命题 囗 教师科研课题拟完成时间 2008 年 4 月 25 日一、选题依据及意义（不少于 300 字）English, especially English reading and writing, has become an effective means to get access to all kinds of information and an indispensable means of international communication. As a matter of fact, English writing are vital to our individ
3、ual development because it has been applied more and more in both our English study and future work. However, according to my personal writing experience and teaching practice experience in Bobai Middle school, I found that the students EFL writing ability is not so encouraging and satisfactory in s
4、enior high schools though they have learned English for several years in primary and middle school. Not a few of them do very poor in applying English to express their ideas, thoughts, feelings, etc. in EFL writing. Some of them even cannot produce a single correct sentence in their compositions. Th
5、ose students may actually have something to write, but they just cannot express it correctly and appropriately in English. On one hand, they do not grasp sufficient active vocabularies to express themselves. On the other hand, they lack sense of sentence structure and composition structure to develo
6、p their composition. The last but not least, they dont know how to apply the materials they have read to improve their writing ability though they have read a lot.Therefore, its necessary and urgent to find an effective and practical approach to solve the poor performance in the students EFL writing
7、 and improve their writing ability. Many scholars have proved that there is a strong relationship between reading and writing. From reading to writing can effectively enlarge the students amount of vocabulary, cultivate their sense of sentence structure and composition structure, enrich their writin
8、g materials and promote their ability in using words and sentences. Therefore, from reading to writing approach is highly advocated in improving EFL writing in senior high schools. 二、研究目标与主要内容（含论文(设计)提纲，不少于 500 字）1研究目标：According to the New Curriculum Standards for senior high schools, listening, spe
9、aking, reading and writing are four basic skills and requirements for the students. However, the students EFL writing ability in senior high schools is not so pleasant and encouraging. The prevalent EFL writing approaches (the product approach and the process approach) in senior high schools do not
10、do much good to improve students writing ability. This study aims to compare these two approaches with from reading to writing approach and show the advantages of applying from reading to writing approach in senior high schools.From reading to writing approach advocates that writing should be integr
11、ated with reading so that the students can enlarge their vocabulary in reading, learn how to use language appropriately, how to apply their background knowledge, how to arrange the sentences, how to organize the composition, how to achieve coherence and unity and how to activate their mind when writ
12、ing. In this way, the students can improve their writing ability effectively and efficiently. Therefore, the thesis tries to analyze the present reading and writing situation in senior high schools, expound the nature of reading and writing, discuss the necessity and feasibility of reading to writin
13、g approach, show the application of reading to writing approach in EFL writing practice and prove the effectiveness and practicality of reading and writing approach.2主要内容（提纲）：1. Introduction2. The present situation of English writing in senior high schools3. The nature of reading and writing3.1 The
14、nature of reading3.2 The nature of writing4. The relationship between reading and writing4.1 Reading paves the way for writing4.2 Writing promotes reading5. The necessity and feasibility of reading-to-writing5.1 The necessity of reading-to-writing5.2 The feasibility of reading-to-writing6. The advan
15、tages of applying reading-to-writing approach6.1 The definition of reading-to-writing approach6.2 A comparison of reading-to-writing approach with product approach and process approach7. The application of reading-to-writing approach7.1 The principles of applying reading-to-writing approach7.1.1 Pay
16、ing equal attention to reading and writing7.1.2 Paying equal attention to intensive reading and extensive reading7.2 The selection of good reading materials7.3 Ways of adapting reading-to-writing approach7.3.1 Pre-writing reading7.3.2 Writing from reading7.3.3 Post -writing reading and rewriting三、研究
17、方法和手段（1）研究方法1. Literature research method: read relevant books, journals and nets for research2. Comparative analysis method: compare the product approach and the process approach with from reading to writing approach and show the advantages of from reading to writing approach. （2）研究手段Collect, sort
18、and search books, journals and dates from the library and on the internet.四、参考文献目录（作者、书名或论文（设计）题目、出版社或刊号、出版年月或出版期号）1 Judith Oster. 1984. From Reading to Writing: A Composition Text with Reading for English as a Second Language M. Columbus: A Bell what makes that writing so effective, what we can lea
19、rn from it. Reading gives us ideas we may not have imagined, information we may not have had It may stimulate us to think, to feel, to read, or even to argue against the writers view”.From the studies above, we can see that English reading and writing are very important everyones individual developm
20、ent. There are many EFL writing approaches, among which the process approach and the product approach are the two prevalent ones. Wang Qiang (2000) points out that the product approach pays great attention to the accuracy of the final product but ignores the process. The product approach is a tradit
21、ional one, which follows this pattern: the teacher gives a topic, a set of requirements, and a time limitthe students finish the task within the time limit and hand in the final productthe teacher evaluates the students compositions. Liu Shangfu (1998) thinks that the disadvantages outweigh its adva
22、ntages in the product approach. The advantage is that the students can get a clear idea of the style, organization, etc. of the composition. But there are obvious disadvantages: the students dont feel free to write because the given topic will lead them to imitate, copy or translate the given models
23、 or materials; the teachers mainly evaluate and correct the words, spellings and grammars but give very few comments after the students works are handed in and, most importantly, the students usually put their works aside after handed down. In this way, the product approach does little good to impro
24、ve students writing ability because it only trains their usage of words and grammar knowledge but not improves their mind and sense of writing composition.Wang Qiang (2000) considers that the process approach does not only pay attention to what students do while they are writing but also attaches gr
25、eat importance to what the students (and the teacher) do before they start writing and after they finish writing. Liu Shangfu (1998) thinks that the process approach puts much emphasis on the students writing process and help to discover, analyze and solve problems in the students writing process. I
26、n process approach, writing is a process of brainstorming, outlining, drafting, sharing, revising and evaluating. In this approach, the students can feel free to express themselves, get guidance from their teachers or peers, experience every details of writing and broaden their mind. But it still ha
27、s its disadvantages: it costs the students a lot of time and it does no good to the students to form a habit of writing in a limit time. That is because the students usually have a heavy learning tasks in senior high schools and all kinds of examinations require the students to write in a given time
28、. As mentioned above, we can see that the product approach and process approach are not so feasible and practical in English learning in senior high schools.As a matter of tact, the positive effects of combining reading to improve writing has been recognize for ages. It can be testified by Chinese p
29、roverbs “He who reads tremendously owns a gifted pen” and “You will become a poet yourself if you have read three hundred Tang poems thoroughly”. We can see that the integration of reading and writing in reading have long been used in native language learning and considered as an effective way in im
30、proving native language learning. However, the combination of reading and EFL writing in China has just begun. Yang Jing (2003) made a study on improving students English writing ability through the course of comprehensive English. She deemed that the course of comprehensive English played an import
31、ant role in providing language knowledge as well as training in language skills. Liu Ye (2006) points out that from reading to writing approach can motivate students into active reading and writing, present a reallife communicative situation and improving writing skills. From the internal law of lan
32、guage development, reading and writing skills were related closely. The process of reading was actually the one that readers gained and internalized the information of language knowledge, the process of input. However, the process of writing was the one that writers presented the knowledge that they
33、 had learned or acquired, the process of output. There was no doubt that readinginput, was the foundation of writingoutput. And on the other hand, writing output was the result of readinginput.All in all, some scholars have expounded the possibility of integrating reading and writing on the perspect
34、ive of theoretical explanation and empirical inference. Some others have carried out experimental researches to testify the feasibility and efficiency of the integration of reading and writing. In short, researches both at home and abroad on EFL writing have made great contributions to this field. T
35、his thesis lays its emphasis on the importance of preparing for writing in common English reading and practice writing in daily English learning, proves the effectiveness and practicability of from reading to writing approach and provides an effective and practical approach for the students to impro
36、ve their EFL writing ability. 六、工作进度安排（时间、内容、步骤）1. Preparation period.1). From the time 10th Nov, 2007 to 8th Jan, 2008, I would search for the related materials in order to set down the title, preparing the report of the paper.2). From the time 9th Jua,2008 to 22nd Jua,2008, I would search for suit
37、able goal, approach and content , finishing the report.3). From the time 23rd Jan, 2008 to 1st Mar, 2008, I would read the materials carefully and search for more.2. Written period.1). From the time 1st to 11th Mar, 2008, I would generalize the materials and the data.2). From the time 12th Mar, to 1
38、0th Apr, 2008, I would finish the first draft.3). From the time 12th to 25th Apr, 2008, I would hand in the paper to the teacher and revise it according to her advice.4). From the time 25th to 27th Apr, 2008, I would truly finish the paper and make it checked, preparing for argument.3. Oral defense period.七、预期成果The BA thesis: From reading to writing: an Effective and Practical Approach in Improving Students EFL Writing ability in Senior High Schools（以上内容在教师指导下由学生填写） 学生签名： 20 年 月 日八、指导教师审核意见：指导教师签名： 20 年 月 日九、教研室审核意见：教研室主任签名： 20 年 月 日
