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p;each  other  (余，2004: 122-123). Without large amount of extensive reading high-quality writing can not be realized.  However, for a long time, reading and writing have been separated in English teaching. That  means  the  natural  connections  between  reading  and  writing  have  been  cut.  The reading-writing integrated teaching method well combines reading and writing, thus reverses the previous reading-writing separated situation. 
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Chapter Two   Literature Review 

2.1 Research on Writing Teaching 
As  the  most  significant  constituent  of  language  teaching,  writing  teaching  has  always been  the  top  concern  of  scholars  home  and  abroad.  With  the  constantly  emerging  writing schools  and  the  development  of  writing  theories,  studies  on  writing  teaching  become  more and more in-depth. From  the  20th  century,  a  series  of  writing  approaches  have  been  proposed  and  exerted their  influence  in  English  writing  teaching,  of  which  the  3  main  approaches  are  product approach, process approach and genre approach.The product approach derives from structuralism and behaviorism. In this theory, writing is  defined  as  a  “stimulus-response”  process  (郭,  2006:  175).  In  this  approach,  teachers  first present  a  model  passage  to  students,  then  explain  the  language  points  of  grammar,  structure and  syntax,  and  finally  ask  students  to  finish  an  essay  by  imitating  the  model  text.  The development of writing, to a large extent, refers to the imitation of the source text (Badger & White,  2000:  156).  The  teaching  process  follows  the  teacher  proposing--students writing--teacher correcting mode. Students may well have a clear concept of the organization and structure of the passage in this approach. 
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2.2 Research on the Application of Reading-Writing Integrated Teaching Method to Writing Teaching at Home and Abroad 
In foreign studies reading-writing integrated method is also called reading to write. The teaching  method  requires  students  to  write  on  the  basis  of  source  text  (Ruiz-Funes,  1999, Kern and Schultz, 1992, cited from  李, 2011: 4).  Kintsch  (1998)  explicitly  asserts  that  reading-writing  integrated  method  should  involve either  reading  to  learn  or  reading  to  integrate  information.  Readers  can  select  information from the source text and then apply it to subsequent writing. Stein  (1990,  cited  from  李,  2011:  4)  proposes  the  practical  operating &n本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。