A Study On The Development Of Fluency,Accuracy And Complexity Of Writing In Narrative And Argumentative Reading-writing Integrated Continuation Tasks—From The Perspective Of Dynamic System Theory

Based on the complex dynamic system theory,this research tries to explore the development of complexity,accuracy and fluency of writing in narrative and argumentative reading-writing continuation tasks.Besides,the similarities and differences in complexity,accuracy and fluency of writing in narrative and argumentative reading-writing continuation tasks are also studied.The subjects in this experiment were selected from a class of grade three in a junior middle school in Lanzhou.The writing teaching is based on the reading-writing integrated continuation of two different genres of narrative and argumentative essays.There were 32 students in this class,six students were randomly selected for the study.Every week,the researcher used one class to have the reading-writing integrated continuation task teaching.The experiment lasted for a whole semester(totally 16 weeks).The reading materials for one week were narrative and for another were argumentative.A total of96 compositions were collected for the whole semester,with 48 compositions being narratives and 48 compositions being argumentative.After all the data had been collected,the author used the unique variability analysis technique of complex dynamic system theory,the trend line and moving min-max graph to analyze the data of the fluency,complexity and accuracy of the narrative and argumentative writing of these six students.The study found that the fluency,complexity and accuracy of writing in continuation tasks followed a non-linear development pattern with different degrees of fluctuations.In general,the fluency of writing in narrative continuation tasks was higher than that in argumentative continuation tasks.Most subjects’ writing fluency fluctuated more greatly in narrative continuation tasks than in argumentative continuation tasks.The complexity and accuracy of writing in argumentative continuation tasks were higher than those in narrative continuation tasks.Most subjects’ writing complexity and accuracy fluctuated more greatly in argumentative continuation tasks than in narrative continuation tasks.However,there were some exceptions as to the degree of fluctuation.In terms of complexity,although for most students the degree of fluctuation in argumentative continuation tasks was higher than that in narrative tasks,the fluctuation of S2’s complexity in narrative continuation was even greater than that in argumentative continuation tasks.In terms of accuracy,for most students the degree of fluctuation of accuracy in argumentative continuation tasks was greater than that in narrative continuation tasks.However,the fluctuation of S2’s accuracy in narrative and argumentative continuation tasks was almost the same.S6’s accuracy fluctuated more greatly in narrative continuation tasks was even higher than that in argumentative continuation tasks.In terms of fluency,and the degree of fluctuation of fluency in narrative continuation tasks was generally higher than that in argumentative continuation tasks for most subjects.However,the degree of fluctuation of S6’s fluency in argumentative continuation tasks was very close to that in the narrative continuation tasks.S3’s fluency fluctuated more greatly in argumentative continuation tasks than in narrative continuation tasks.The results showed that the complexity,accuracy and fluency of students’ writing in continuation tasks were constantly changing upward,but the improvement was not linear,which corresponded with the development of a system described by the complex dynamic system theory.It can also be concluded that reading materials of different genres had certain impacts on the fluency,accuracy and complexity of writing in reading-writing continuation tasks.Besides,individual differences also played a role in the development of the fluency,accuracy and complexity of writing in reading-writing continuation tasks.This study has certain implications for the teaching of English writing.