Is Reading to Writing a Pedagogy of English Writing?

Reading to write is a method of teaching English writing, which is very necessary and better to simulate the writing of texts through a lot of reading and then promote writing.

First of all, it needs to be said that everyone's study abroad plan is different, some people plan to go abroad within a year, some people may plan to go abroad within a few years, when to go abroad, I don't think I can take IELTS as the ultimate criterion.

In addition, it should be said that many students studying abroad are entangled in the matter of taking IELTS, and they have to wait until they meet the requirements of the school before going out, thinking that this is the guarantee for their study and life. In fact, I would like to say that according to personal experience, the number of IELTS scores has nothing to do with the actual state of learning in school and whether the learning progress can be kept up. In layman's terms, it is:

Even if you get an IELTS score of 9, it doesn't mean that you will be able to study abroad smoothly, nor does it mean that you will be able to understand all the courses at university. Then many people will ask why schools require different majors to have different IELTS scores? There are many reasons for this:

1.Some IELTS requirements are based on different majors, here to add a sentence, it cannot be said that the IELTS requirements are not good majors (if you want to know why, we can discuss it privately) The IELTS score required by the school can only prove that you have the ability to learn and can adapt to the learning progress and ability of a certain major. IELTS may be one of the measures without knowing you (other things like school grades, extracurricular activities at school, etc.).

2.Some IELTS requirements are actually linked to the visa application of a certain country in addition to the requirements of the school, because many students may go abroad because of language reasons, which may lead to problems such as boredom, truancy, and failure of courses, which will eventually lead to visa problems, so a minimum score will be given.

After talking about why you need IELTS scores abroad, let's talk about how to prepare for IELTS, I personally recommend that after preparing the study abroad plan, go back in time and set aside 3-6 months for IELTS (students with medium scores should have no problem, if the language ability is very poor, you can prepare for up to one year) If the time is too long, there is no need for many people to prepare for 2-3 years, after all, IELTS is just a stepping stone to studying abroad, 3-6 months to cooperate with online and offline learning, contact, brushing questions, normally there is no problem with about 6 points, so it is enough to apply for a visa for general country applications, but some majors need to be matched with language courses to connect with the main course. (I want to insert a sentence here, don't exclude language courses, you should know that 3-6 months of overseas language classes are much better than 3-6 months of cram schools in China, personal experience, if you want to discuss the language course in detail, we can discuss it in detail next time).

In the last sentence, IELTS is not a proof of anything that can be proved by a long preparation time and good scores, on the contrary, you can get the best score in your ability in a short period of time, which is a proof of learning ability and efficiency. This is enough to apply, after all, everyone's abilities are different, and there is no comparison.

The New Curriculum Standards point out that students' comprehensive language use ability should be cultivated, and writing ability is an important part of comprehensive language use ability. Students' writing activities should be carried out under the guidance of teachers, and teachers should start with controlled writing training, strive to build scaffolds for students' writing activities, and gradually train students' ability to form sentences, concatenate sentences, and form paragraphs in English. The theoretical basis of process pedagogy is communicative theory, which holds that the process of writing is essentially a communicative activity between groups, rather than an individual act of the author.

Whereas, teaching writing is not about teaching students about writing, but about teaching students how to write. Writing instruction should be contextualized, language readiness should be used to prepare students, and other skills should be integrated, especially with the teaching of reading. The improvement of writing skills requires teachers to provide timely feedback on students' writing information, and students should be encouraged to self-evaluate and self-improve.

It can be seen that process writing happens to meet the requirements of the new curriculum standards.

China** Net.

at the thought of....

2.as a whole (=in general).

3.at will do whatever you want.

4. (be) abundant in(be rich in;be well supplied with) rich, rich.

5.access(to) can approach, enter, understand.

6.by accident(=by chance, accidentally). without accident(=safely) safely,7

of one’s own accord(=without being asked; willingly;freely) voluntarily, actively.

8.in accord with with....Consistentout of one's accord with.... Inconsistency.

9.with one accord (=with everybody agreeing).

10.in accordance with (=in agreement with).

Specific sample templates.

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**How to Improve Written Expression Skills through English Reading Teaching Ye Qianyu Middle School: Hong Xinhui Junior Secondary English Level 5 Goal 1 for "Reading" Able to infer and understand the meaning of new words based on context and word formation. 2. Understand the logical relationship between sentences in a paragraph.

3. Be able to identify the theme of the text, understand the plot of the story, the development of the plot and the possible ending. 4. Be able to read reading materials in common genres. 5. Be able to use simple reading strategies to obtain information according to different reading purposes.

6. Be able to use dictionaries and other reference books for learning. 7. In addition to textbooks, the cumulative amount of extracurricular reading should reach more than 150,000 words. Goal 1 of Level 5 of "Writing" in Junior High School English is to collect and prepare materials according to the writing requirements.

2. Be able to independently draft short essays, text messages, etc., and revise them under the guidance of teachers. 3. Be able to use common connectives to express order and logical relationships. 4 Be able to briefly describe people or events 5 Be able to write simple paragraphs or explanations based on the given illustrations or ** The dialectical relationship between "reading" and "writing" in junior high school English teaching 1

Reading and writing are two relatively independent but interdependent and complementary skills. 2.Reading and writing are two similar, dynamic, and interactive processes, both involving pre-existing memory structures, both analysing discourse structures, and both involving the act of comprehension and creation.

3.Reading accumulates material for writing, and writing is a feedback from reading. Reading is the input of the language, and writing is the output and generation of the language.

1.Guide students to read extensively. (One story a day, check the students to tell the story before class, and ask the students to give the set questions in advance.)

It belongs to the type of course that combines reading and writing in the trial lecture and promotes writing by reading. The combination of reading and writing is mainly improved by reading sample texts.

The ability to understand language rights, improve reading ability, absorb thought nutrition and writing nutrition.

Writing teaching mainly uses composition to practice expressing thoughts and feelings and improving writing ability. Reading is absorption, writing is expression, and the two complement each other. In the teaching of reading and writing, we should consciously promote writing by reading and writing, and only by combining the two can we effectively improve reading and writing skills.