写作是一种语言输出的活动，也是五项基本技能之一。初中阶段对学生的英语写作提出了一定要求，如内容充实、结构完整、语言准确。然而初中生在英语写作中常常出现内容贫乏、结构不清和语言错误等问题。研究者通过阅读文献发现，将阅读与写作教学相融合的“以读促写”教学模式对学生的写作中的内容、结构和语言等有提升作用。因此，本文旨在研究“以读促写”教学模式是否能够提高初中生的英语写作能力及具体表现，如内容、组织结构、词汇、语言使用和写作规范等。

本次行动研究的研究对象为广东省一所初中的初三一个班50名学生，其中男生28人，女生22人。在对班级学生进行写作前测及问卷、访谈数据收集与分析后，研究者明确了该班学生确实存在写作能力不足问题，并就此开展了为期三个月的两轮行动研究。第一轮行动研究中，研究者运用“以读促写”教学模式进行六周的读写课教学，并在第七周对学生进行写作测试及访谈，本轮中学生的写作能力得到小幅度提升，但是存在作文内容逻辑不通顺、自评和互评效果不佳和缺少改正意识等问题。第二轮行动研究在继续使用“以读促写”教学模式的同时，进一步改善指导性写作方式，并在课堂环节新增教师指导学生自评和互评以及作文重写，本轮中学生的写作能力得到明显提高。

两轮行动研究结束后，经与前测数据对比分析，本次研究中学生的写作测试总分及五项维度分数均得到显著性提高，尤其是组织结构、写作规范和语言使用。各项维度中，中高分数段学生人数得到增长，学生在要点完整性、结构清晰性、逻辑自洽性、语言准确性、评价客观性以及自我评估和修正性上有了明显进步，“以读促写”教学模式有效提升了学生写作能力。此外，学生在问卷中展现的对自身写作能力认可度也有所提高。本研究在证明“以读促写”教学模式对写作能力有效性的同时，对初中英语写作课堂的教学有一定的借鉴意义。

Writing is an output activity and one of the five basic English skills. The junior high school stage has made certain requirements for students’ English writing, such as substantial content, complete structure and accurate language. However, there are poor content, unclear structure and language errors in junior high school students’ writing. Previous studies show that “Reading-to-write” teaching model by integrating reading and writing can improve students’ writing competence. Therefore, this thesis aims to study whether the “Reading-to-write” teaching model can improve junior high school students’ English writing competence and in what aspects, such as content, organization, vocabulary, language use and mechanics.

Subjects of this action research are 50 students including 28 boys and 22 girls from a class of grade three in a junior high school in Guangdong Province. After collecting and analyzing the data of writing pre-test, questionnaire and interview, the researcher made it clear that the students in this class did have the problem of insufficient writing competence, and carried out two rounds of action research for three months. In the first round of action research, “Reading-to-write” teaching model was used to teach reading and writing for six weeks. Writing tests, interview and observation were conducted in the seventh week. In this round, the writing competence of students has been slightly improved. However, there are some problems, such as unclear writing logic, unsatisfying effect of self-evaluation and peer evaluation, and the lack of awareness of correction. The second round of action research continued to use this model, further improved the guiding writing activity, and teacher’s guidance of students’ self-evaluation and peer evaluation and composition rewriting were added. The writing competence of students in this round has been significantly improved.

After the two rounds of action research, compared with the pre-test data, the total score and five dimension scores of students have been significantly improved, especially the organization, mechanics and language use. In all dimensions, the number of students in the middle and high scores has increased, and students have made significant progress in the integrity of key points, structural clarity, logical consistency, language accuracy, objectivity of evaluation, self-evaluation and correction. “Reading-to-write” teaching model has effectively improved students’ writing competence. In addition, students’ recognition of their writing competence in the questionnaire has also been improved. This study not only proves the effectiveness of the “Reading-to-write” teaching model on writing competence, but also has a significance for the teaching of English writing in junior high school.