READ TO WRITE, WRITE TO LEARN

摘要

Enlightened by Stephen Krashen’s Input Hypothesis (1985) and Merrill Swain’s OutputrnHypothesis (1995), the author tries to illustrate a three-step output-oriented ELT mode in the layerrnof reading and writing, which she invented on the basis of years of college English teaching andrnexperimented with satisfying results. The mode consists of three steps: optimal and extensive inputrnfollowed tightly and surely by intensive writing practice designed accordingly, which might bernafterthought of the contents, comments on the writing styles or characters, and/or imitation ofrncertain technique etc., then assessment and improvement, which includes self and peer evaluationrnand typical good, bad or even so-so sample analysis. The purpose is to bridge across reading andrnwriting, to maximize transition from input to output by timely practice of writing. At the same time,rnthe paper calls for enough attention to be paid to the importance of writing teaching andrnpracticing in Chinese ELF classroom and curriculum.