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According to Krashen’s Input Hypothesis， language is acquired through the exposure of a series of comprehensive input. That is to say， through a certain amount of listening and reading， learners’ language fluency can be guaranteed， but the learners’ language accuracy cannot be satisfyingly guaranteed. Therefore， Swain put forward “Comprehensible Output Hypothesis”. From these two popular hypotheses， it’s easy to find the close relationship between reading and writing in English learning and teaching. What’s more， the confusing conditions of some senior students in writing should be concerned about. Consequently， there is an urgent necessity to take some measures to solve the problem.
1. Analysis of the Present situation of Senior High School English writing teaching
Nowadays， it’s not amazing to find that great efforts have been made to improve students’ writing， but the gain doesn’t seem to be equal to what has been given. More surprisingly， the reading materials students have learned appear to be of little benefit to improving students’ written English. The two main problems existing in writing are： the writing clue is not clear， and the language that is used is quite ordinary， which seems to be lacking in attraction. As for English teaching， teachers may pay great attention to the structure and language of a certain passage， but while teaching English writing， it may become difficult to combine reading teaching and writing teaching organically. There are a lot of difficulties to account for the failure. Firstly， the time used to teach students is quite limited， which makes teachers stress on the grammatical mistakes instead of finding the relationship between reading and writing. Secondly， students seem to have not enough interest in writing.
2. Things can be obtained from reading
The close relationship between reading and writing has been well known and there is no doubt that a lot of things can be gained from comprehensive reading， such as ideas， opinions， the clue of writing an article， the structure of composing an article， the writing techniques that have been used in the text， and so on. The following reading materials are taken from STUDENT’S BOOK I
1. Analysis of the Present situation of Senior High School English writing teaching
Nowadays， it’s not amazing to find that great efforts have been made to improve students’ writing， but the gain doesn’t seem to be equal to what has been given. More surprisingly， the reading materials students have learned appear to be of little benefit to improving students’ written English. The two main problems existing in writing are： the writing clue is not clear， and the language that is used is quite ordinary， which seems to be lacking in attraction. As for English teaching， teachers may pay great attention to the structure and language of a certain passage， but while teaching English writing， it may become difficult to combine reading teaching and writing teaching organically. There are a lot of difficulties to account for the failure. Firstly， the time used to teach students is quite limited， which makes teachers stress on the grammatical mistakes instead of finding the relationship between reading and writing. Secondly， students seem to have not enough interest in writing.
2. Things can be obtained from reading
The close relationship between reading and writing has been well known and there is no doubt that a lot of things can be gained from comprehensive reading， such as ideas， opinions， the clue of writing an article， the structure of composing an article， the writing techniques that have been used in the text， and so on. The following reading materials are taken from STUDENT’S BOOK I