The traditional teaching of writing in China mainly adopts the bottom-up approach. The perspective is microscopic with the emphasis put on the linguistic correctness and the richness of content. Writing is regarded as isolated linguistic produc-tion. Prior textual reading is not well integrated with the writing process and the assessment is mainly summative. This study adopts genre-based teaching approach guided by top-down thinking mode with the development of students’stylistic awareness and generic competence as the focus. Linguistic input and output are regarded as closely related processes. Reading and writing are integrated in a more efficient way. The tutoring of textual reading before writing is genre-oriented. The effort is to help stu-dents construct a stylistic schema of text by incorporating both macroscopic and microscopic contexts, which is to be applied in English writing and to promote leing.