英语写作是英语学习者的一项必备技能，其目的之一是实现作者与目标读者的交流。因此学生在写作时需要具有读者意识。学生是否具备读者意识是决定学生作文质量的重要因素之一。但是在英语写作教学中，高中英语教师往往忽视了对学生读者意识的培养，使得学生作文质量普遍较低。

本研究旨在探究高中生英语写作中读者意识的体现，包括学生在英语写作中是否具备读者意识，在读者意识的哪些方面表现较好，哪些方面需要有所提升，以及具备较高读者意识的学生有哪些特质。

本文采用质性研究中的案例研究，研究对象是北京某普通高中高二年级的60名学生。本文采用文本分析法对选取的60名学生的作文文本进行了分析，并对读者意识较低的三名同学和读者意识较高的三名同学分别进行了访谈。结果显示，有37名学生不能很好地运用读者意识监控自己的写作。此外，学生在写作中能尊重读者的观点，使用恰当的语气和情态动词，但是学生却不能正确的使用代词、连接词和标点符号，并且在写作时不能提供充足的信息，不能清楚地表达观点，不能体现对读者的关心，文章连贯性较差，这可能会对读者理解文章带来挑战。在此基础上，具备较强读者意识的学生有如下特点：语言功底扎实，读者群体广泛，重视读者的作用，在写作各个阶段考虑读者，老师曾采取策略培养其读者意识，自身积极采取策略提高读者意识。本研究对培养高中学生的读者意识提出了如下建议：帮助学生提高语言能力，理论讲解与学生范文相结合，在听说课和阅读教学中培养学生的读者意识，在写作各个阶段培养学生的读者意识，改变作文评价方式，开发培养读者意识的校本教材。

在此基础上，本文旨在提高高中英语教师和高中生对读者意识的重视，并提出相关教学策略为高中英语教师的作文教学提供指导和借鉴。

English writing is a necessary skill of English learners, and one of its purposes is to realize the communication between the author and target readers, which means that students should have audience awareness in English writing. Whether students have audience awareness has become one of the factors that determines the quality of students’ writing. However, in English writing teaching, senior high school English teachers often neglect the cultivation of students’ audience awareness, contributing to the poor quality of students’ writing.

The purpose of this study is to explore the reflection of audience awareness in senior high school students’ English writing, in terms of whether students have audience awareness in English writing, which aspects of audience awareness students perform well, which aspects are unsatisfactory, and the characteristics of students with high audience awareness.

This thesis adopts the case study in qualitative research. The research objects are 60 students in the second grade of an ordinary high school in Beijing. In this study, text analysis method is used to analyze the essays of the selected 60 students. Besides, three students with the lowest audience awareness and three students with the highest audience awareness are interviewed respectively. The result shows that 37 students cannot use the strategy of audience awareness to monitor their writing. In addition, students can respect readers’ opinions and use proper tone and modals in their writing. But students do not perform well in the use of pronouns, linking words, and punctuation, and they cannot provide sufficient facts, express their ideas clearly, show concern for readers, or write coherently, leading to the low readability of their essays. On this basis, students with high audience awareness have the following characteristics: solid language skills; a wide reader group; emphasis on the role of readers; consideration of readers at all stages of writing; audience awareness developed by themselves or their teachers. The pedagogical suggestions about how to cultivate senior high school students’ audience awareness are as follows: improve students’ language skills; instruct theory related to audience awareness with students’ essays; cultivate students’ audience awareness in listening, speaking and reading class; cultivate students’ audience awareness at different stages of writing; change the way of evaluation; develop school-based teaching materials for audience awareness.

On this basis, the thesis aims to improve the attention of high school English teachers and high school students to audience awareness, and puts forward relevant suggestions to provide guidance for high school English teachers’ writing teaching.