英語論文開題報告是英語專業畢業生完成畢業論文中最重要的一環，通過開題報告的書寫，我們能明確所選英語論文題目的研究意義、價值及可行性，勾勒出論文的`整體框架，依據論文開題報告寫出優秀的英語畢業論文，下面是範文，歡迎閱讀了解英文開題報告格式：
一、選題依據及意義（不少於300字）.
English, especially English reading and writing, has become an effective means to get access to all kinds of information and an indispensable means of international communication. As a matter of fact, English writing are vital to our individual development because it has been applied more and more in both our English study and future work.
However, according to my personal writing experience and teaching practice experience in Bobai Middle school, I found that the students' EFL writing ability is not so encouraging and satisfactory in senior high schools though they have learned English for several years in primary and middle school. Not a few of them do very poor in applying English to express their ideas, thoughts, feelings, etc. in EFL writing. Some of them even cannot produce a single correct sentence in their compositions. Those students may actually have something to write, but they just cannot express it correctly and appropriately in English. On one hand, they do not grasp sufficient active vocabularies to express themselves. On the other hand, they lack sense of sentence structure and composition structure to develop their composition. The last but not least, they don't know how to apply the materials they have read to improve their writing ability though they have read a lot.
Therefore, it's necessary and urgent to find an effective and practical approach to solve the poor performance in the students' EFL writing and improve their writing ability. Many scholars have proved that there is a strong relationship between reading and writing. From reading to writing can effectively enlarge the students' amount of vocabulary, cultivate their sense of sentence structure and composition structure, enrich their writing materials and promote their ability in using words and sentences. Therefore, from reading to writing approach is highly advocated in improving EFL writing in senior high schools.
二、研究目標與主要內容（含論文（設計）提綱，不少於500字）.
1.研究目標：
According to the New Curriculum Standards for senior high schools, listening, speaking, reading and writing are four basic skills and requirements for the students. However, the students' EFL writing ability in senior high schools is not so pleasant and encouraging. The prevalent EFL writing approaches （the product approach and the process approach） in senior high schools do not do much good to improve students' writing ability. This study aims to compare these two approaches with from reading to writing approach and show the advantages of applying from reading to writing approach in senior high schools.
From reading to writing approach advocates that writing should be integrated with reading so that the students can enlarge their vocabulary in reading, learn how to use language appropriately, how to apply their background knowledge, how to arrange the sentences, how to organize the composition, how to achieve coherence and unity and how to activate their mind when writing. In this way, the students can improve their writing ability effectively and efficiently. Therefore, the thesis tries to analyze the present reading and writing situation in senior high schools, expound the nature of reading and writing, discuss the necessity and feasibility of reading to writing approach, show the application of reading to writing approach in EFL writing practice and prove the effectiveness and practicality of reading and writing approach.
2.主要內容（提綱）：
1. Introduction
2. The present situation of English writing in senior high schools
3. The nature of reading and writing
3.1 The nature of reading
3.2 The nature of writing
4. The relationship between reading and writing
4.1 Reading paves the way for writing
4.2 Writing promotes reading
5. The necessity and feasibility of reading-to-writing
5.1 The necessity of reading-to-writing
5.2 The feasibility of reading-to-writing
6. The advantages of applying reading-to-writing approach
6.1 The definition of reading-to-writing approach
6.2 A comparison of reading-to-writing approach with product approach and process approach
7. The application of reading-to-writing approach
7.1 The principles of applying reading-to-writing approach
7.1.1 Paying equal attention to reading and writing
7.1.2 Paying equal attention to intensive reading and extensive reading
7.2 The selection of good reading materials
7.3 Ways of adapting reading-to-writing approach
7.3.1 Pre-writing reading
7.3.2 Writing from reading
7.3.3 Post -writing reading and rewriting
三、研究方法和手段。
（1）研究方法 .
1. Literature research method: read relevant books, journals and nets for research .
2. Comparative analysis method: compare the product approach and the process approach with from reading to writing approach and show the advantages of from reading to writing approach.
（2）研究手段 .
Collect, sort and search books, journals and dates from the library and on the internet.
四、參考文獻目錄（作者、書名或論文（設計）題目、出版社或刊號、出版年月或出版期號）.
[1] Judith Oster. 1984. From Reading to Writing: A Composition Text with Reading for English as a Second Language [M]. Columbus: A Bell & Howell Company.
[2] Judith A. Standford. 2000. Developing Connections: Short Reading for Writers （Second Edition） [M]. California: Mayfield Publishing Company.
[3] 蔡明德. 論英語閱讀教學對寫作的影響及教學啟示[D]. 華中師範大學， 2003.
[4] 陳立平. 從閱讀與寫作的關係看寫作教學中的範文教學[J]. 外語與外語教學， 2001,（04）.
[5] 陳昕. 淺談英語閱讀與寫作的關係[J]. 科技資訊（科學教研）， 2008,（01）.
[6] 高利華. 英語寫作教學中結果法與過程法的對比研究[J]. 大同職業技術學院學報， 2003,（03）.
[7] 劉上扶. 英語寫作論[M]. 南寧：廣西教育出版社， 1998.
[8] 劉燁. 以讀促寫在高中英語寫作教學中的應用研究[D]. 西北師範大學， 2006.
[9] 羅靜. 英語教學以讀促寫教學法新探[J]. 現代技能開發， 2003,（03）.
[10] 王薔. 英語教學法教程[M]. 北京：高等教育出版社， 2000.
[11] 韋巖峰. 提高英語閱讀能力的有效途徑[J]. 青海師範大學學報（哲學社會科學版）， 2004,（06）.
[12] 相廷禮. EFL閱讀與寫作能力的相關性分析[D]. 山東大學， 2007.
[13] 肖福壽. 英語寫作教學的原則與策略[M]. 上海：上海大學出版社， 2007.
[14] 謝薇娜. 談閱讀與寫作的交融性[J]. 外語教學， 1994,（04）.
[15] 熊傑. 高中英語閱讀教學中結合寫作練習提高學生寫作能力的研究[D]. 西北師範大學，2006.
[16] 中華人民共和國教育部制訂。 全日制義務教育普通高階中學英語課程標準（實驗稿）[M]. 北京：北京師範大學出版社，2003.
五、文獻綜述（在對選題涉及的研究領域的文獻進行廣泛閱讀或調查的基礎上，對該領域的研究現狀、發展動態等內容進行綜述，並提出自己的見解和研究思路。不少於700字）.
It is necessary and compulsory to learn about the prior studies about this thesis, since theyare helpful to make this study more persuasive and creative.
Liu Ye （2006） points out that English as a foreign language has become a sure access to information of all sorts and an indispensable means of international communication. Besides, he also said that with the shift from the ability of manipulating the linguistic structure to the ability of using the language to communicate in written/spoken forms in English, EFL writing was considered as a tool for people to communicate in a real situation. Xiong Jie （2005） also points out that both reading and writing are powerful and highly individual tools for thinking, learning and discovering, and both perform the function of communication. Judith Oster （1984） points out in his book From Reading to Writing: A Composition Text with Reading for English as a Second Language:
―Reading puts us in touch with other minds and feelings and experiences. We also experience the ways in which the writers have organized information, chosen words, structured arguments. We can see how well a good writer expresses himself; what makes that writing so effective, what we can learn from it. Reading gives us ideas we may not have imagined, information we may not have had…… It may stimulate us to think, to feel, to read, or even to argue against the writer's view‖。
From the studies above, we can see that English reading and writing are very important everyone's individual development.
There are many EFL writing approaches, among which the process approach and the product approach are the two prevalent ones. Wang Qiang （2000） points out that the product approach pays great attention to the accuracy of the final product but ignores the process. The product approach is a traditional one, which follows this pattern: the teacher gives a to Liu Shangfu （1998） thinks that the disadvantages outweigh its advantages in the product approach. The advantage is that the students can get a clear idea of the style, organization, etc. of the composition. But there are obvious disadvantages: the students don't feel free to write because the given to after the students' works are handed in and, most importantly, the students usually put their works aside after handed down. In this way, the product approach does little good to improve students' writing ability because it only trains their usage of words and grammar knowledge but not improves their mind and sense of writing composition.
Wang Qiang （2000） considers that the process approach does not only pay attention to what students do while they are writing but also attaches great importance to what the students （and the teacher） do before they start writing and after they finish writing. Liu Shangfu （1998） thinks that the process approach puts much emphasis on the students' writing process and help to discover, analyze and solve problems in the students writing process. In process approach, writing is a process of brainstorming, outlining, drafting, sharing, revising and evaluating. In this approach, the students can feel free to express themselves, get guidance from their teachers or peers, experience every details of writing and broaden their mind. But it still has its disadvantages: it costs the students a lot of time and it does no good to the students to form a habit of writing in a limit time. That is because the students usually have a heavy learning tasks in senior high schools and all kinds of examinations require the students to write in a given time.
As mentioned above, we can see that the product approach and process approach are not so feasible and practical in English learning in senior high schools.
As a matter of tact, the positive effects of combining reading to improve writing has been recognize for ages. It can be testified by Chinese proverbs ―He who reads tremendously owns a gifted pen‖ and ―You will become a poet yourself if you have read three hundred Tang poems thoroughly‖。 We can see that the integration of reading and writing in reading have long been used in native language learning and considered as an effective way in improving native language learning. However, the combination of reading and EFL writing in China has just begun. Yang Jing （2003） made a study on improving students' English writing ability through the course of comprehensive English. She deemed that the course of comprehensive English played an important role in providing language knowledge as well as training in language skills. Liu Ye （2006） points out that from reading to writing approach can motivate students into active reading and writing, present a real-life communicative situation and improving writing skills. From the internal law of language development, reading and writing skills were related closely. The process of reading was actually the one that readers gained and internalized the information of language knowledge, the process of input. However, the process of writing was the one that writers presented the knowledge that they had learned or acquired, the process of output. There was no doubt that reading-input, was the foundation of writing-output. And on the other hand, writing –output was the result of reading-input. All in all, some scholars have expounded the possibility of integrating reading and writing on the perspective of theoretical explanation and empirical inference. Some others have carried out experimental researches to testify the feasibility and efficiency of the integration of reading and writing.
In short, researches both at home and abroad on EFL writing have made great contributions to this field. This thesis lays its emphasis on the importance of preparing for writing in common English reading and practice writing in daily English learning, proves the effectiveness and practicability of from reading to writing approach and provides an effective and practical approach for the students to improve their EFL writing ability.
六、工作進度安排（時間、內容、步驟）.
1. Preparation period.
1）. From the time 10th Nov, 2007 to 8th Jan, 2008, I would search for the related materials in order to set down the title, preparing the report of the paper.
2）. From the time 9th Jua,2008 to 22nd Jua,2008, I would search for suitable goal, approach and content , finishing the report.
3）. From the time 23rd Jan, 2008 to 1st Mar, 2008, I would read the materials carefully and search for more.
2. Written period.
1）. From the time 1st to 11th Mar, 2008, I would generalize the materials and the data.
2）. From the time 12th Mar, to 10th Apr, 2008, I would finish the first draft.
3）. From the time 12th to 25th Apr, 2008, I would hand in the paper to the teacher and revise it according to her advice.
4）. From the time 25th to 27th Apr, 2008, I would truly finish the paper and make it checked, preparing for argument.
3. Oral defense period.
七、預期成果。
The BA thesis: From reading to writing: an Effective and Practical Approach in Improving Students' EFL Writing ability in Senior High Schools.