Exploring Reading-to-Write Strategies in Senior High School English Teaching

Abstract

This passage mainly discusses the importance and effectiveness of Reading-to-Write in high school English teaching. Firstly, it emphasizes the significance of the comprehensive cultivation of language skills as proposed in the National English Curriculum Standard for Senior High School, highlighting the mutual enhancement between comprehension skills and expressive skills. The passage then analyzes the issue of the separation between reading and writing in high school English instruction and presents the theoretical basis of Reading-to-Write, including Krashen’s input hypothesis and Swain’s output hypothesis. It further explores the role of Reading-to-Write in developing students’ comprehensive language proficiency, shifting their attitudes toward writing, and fostering their autonomous learning abilities. Finally, the passage proposes specific teaching strategies for Reading-to-Write, such as selecting inspiring reading materials, designing engaging writing tasks, and analyzing reading texts for writing ideas, alongside concrete teaching examples. These strategies aim to help teachers integrate reading and writing teaching more effectively and improve students’ overall language proficiency. Looking ahead, Reading-to-Write will continue to play a crucial role in high school English teaching, promoting steady progress in students’ English learning and laying a solid foundation for their lifelong development.