Abstract: Based on Noticing Hypothesis and Interaction Hypothesis the study aims to construct consciousness-raising (C-R) model to teach writing in English with corpus-based approach. The C-R model serves to make key information more noticeable with visual and audio reinforcement. The C-R takes a role as organizing the data in a controlled and principled fashion allowing learners to form generalizations with newly acquired knowledge embedded in given language system by noticing key points and focusing on information consciously. The study attempts to answer two questions that whether this approach can improve learners'competence of using English rhetoric and in what respects can this approach enhance learners'writing ability from both local and global perspectives. The study utilized questionnaire and tests as quantitative methods on experimental and control groups. It also used descriptive statistics and two-way analysis of variance with mixed measures on two factors test to get the descriptive analysis and significance. The questionnaire indicated that the corpus data are valid for students to reinforce their writing competence in word rhetoric, clause rhetoric and text rhetoric. Tests confirmed that C-R method can enhance students-rhetoric writing ability.