写作作为一种语言输出方式是衡量学生综合英语能力的重要依据，而流畅的输出是以足够的输入为前提的。因写设读可以为写作奠定基础，以阅读促进写作是发展写作技巧的核心环节。阅读和写作相互补充，不可分割。教学大纲指出我们不仅要重视语句，也要重视语篇。但在实际的英语教学中，大多数教师倾向于基于语法的错误分析，缺乏对语篇整体的关注。因此学生能够比较单词、词组之间的异同，却不能纵观该语篇并把握其特点，更谈不上与其他语篇进行比较的能力。这个问题的出现要求我们更全面地发展学生的语言技能，通过读写结合的模式提高其语篇分析能力，进而更好地指导写作教学。 本研究采用行动研究法，基于教学经历和初期调查发现的高中英语学生写作中存在的语篇相关问题，借鉴并实施了谭鼎华（2017）构建的语篇分析的课堂写作教学模式。这种课堂教学模式包括写作准备阶段、范文分析、写作实践阶段和作文批阅阶段，运用将互评、自评、师评相结合的反馈方式。在这种写作教学模式的基础上，本研究确定并实施了三个阶段（适应期、调整期、总结期）的行动研究方案，其间通过调查问卷、教学日志、学生访谈、学生自评互评表以及作文测试等方式收集大量质性数据和量性数据，以此评价行动研究效果并做出调整。本研究主要专注三个问题：依托语篇分析的读写结合模式能否激发高中学生的英语写作动机？依托语篇分析的读写结合模式能否提升高中学生的英语写作能力？依托语篇分析的读写结合模式能否增强高中学生的语篇意识？ 研究结果表明，大部分学生在本次行动研究中初步养成了良好的英语写作习惯，依托语篇分析的读写结合模式应用于高三英语写作教学一定程度上激发并加强了学生的英语写作动机（含内在动机、成就动机），很大程度上提高了学生的写作能力（含书面表达策略、语篇篇章知识运用能力），提高了学生英语写作语篇意识（含体裁意识、语篇衔接连贯意识）。

Writing, as the way of language output, is an important basis to test students’ comprehensive English ability, and smooth output is premised on sufficient input. Reading by writing can lay the foundation of writing, and promoting writing by reading is the core link of the cultivation of writing ability. Reading and writing are complementary and inseparable. Syllabus stipulates that we should not only pay attention to the sentences, but also pay attention to the discourse. However, in practical English teaching, most of the teachers tend to grammar-based error analysis and there is little attention paid to the text as a whole. Therefore, students can compare the similarities and differences between words and phrases, but cannot have an overall understanding of the text or grasp the essence and characteristics of it, not to mention the ability to compare the discourse with others. The emergence of this problem requires us to develop students’ language skills thoroughly, improve their discourse analysis ability, hence better guide the teaching of writing. This study uses the action research method, based on the teaching experience and the initial investigation to find the discourse related problems existing in English writing of high school students. The research draws lessons from and implements the classroom writing teaching mode of discourse analysis constructed by Tan Dinghua (2017). This classroom teaching mode includes the writing preparation stage, the model analysis, the writing practice stage and the composition review stage, taking the mutual feedback, the self-evaluation, the teacher assessment as the feedback way. On the basis of this teaching mode of writing, the author formulates and implements the action research program of three stages (adaptation period, adjustment period, sum-up period), during which a large amount of qualitative data and quantitative data are collected by means of questionnaires, teaching logs, student interviews, self-evaluation and mutual evaluation forms, and the composition tests, to evaluate the effectiveness of action research and then make adjustments. This study mainly focuses on three questions: Does the integrated reading-writing mode based on discourse analysis activate students’ writing motivation in senior high? Does the integrated reading-writing mode based on discourse analysis improve students’ writing ability in senior high English? Does the integrated reading-writing mode based on discourse analysis raise students’ consciousness of discourse? The results prove that the application of the integrated reading-writing mode based on discourse analysis to Senior 3 English writing teaching effectively stimulated students’ English writing motivation(including intrinsic motivation and achievement motivation), improved students’ writing ability(including strategy of writing and ability of utilizing textual discourse knowledge), raised students’ consciousness of discourse(including genre awareness and textual discourse cohesion and coherence consciousness).