A Study On The Influence Of Post-reading Writing On High School Students' English Writing

English writing plays an important role in college entrance examination,and it can also test students’ comprehensive language ability.In addition,reading can provide relevant materials for students’ writing.In the process of reading,students can learn to borrow some words,phrases and sentence patterns in the article,so it is a very important approach for students to write effectively by means of reading.However,the reality of senior high school English writing teaching is that reading teaching and writing teaching are separated by teachers.Teachers don’t help students input knowledge by reading in writing teaching firstly,and don’t focus on the selection of effective writing teaching methods to guide students,leading to the low level of students’ writing.Therefore,for teachers,the “continuation task” of combining reading and writing is worth trying to improve students’ writing level.Based on summarizing the research related to continuation task,using input and output hypothesis,interactive collaboration and cognitive style as theoretical guidance,this research applies continuation task to senior high school English writing teaching to prove whether this new writing method have the effect on students’ writing.The research subjects are 87 students,coming from class 7(experimental class)and class 8(control class),during the author’s internship of a senior high school of Taian,in Shandong Province.This study is conducted through a comparative experiment,and with the help of the embedded figure test of cognitive style questionnaire,the collected data are sorted out and analyzed to answer the following two research questions:(1)How does the continuation task affect the English writing level of senior high school students?(2)Does the continuation task have the same effect on the writing level of students with different cognitive styles?The results show that:(1)Continuation task can improve students’ English writing level,which is embodied in the three aspects of students’ writing language,writing content and writing structure;(2)Generally speaking,continuation task has a positive influence on the writing of students of different cognitive styles,but the influence on them is not the same and there are slight differences.Compared with field-independent students,field-dependent students have a greater improvement in writing.Therefore,it is of great significance for senior high school English writing teaching to integrate reading into writing.In addition,this study also has some limitations.For example,the teaching practice time is too short,the sample size is too small,and the author’s own experience is insufficient,which may affect the accuracy of the research results.But on the whole,this study has achieved the expected research objectives,and also confirmed that continuation task can promote senior high school students’ English writing level.Finally,according to the research conclusions and problems in teaching practice,several suggestions are put forward in order to provide constructive guidance for the future teaching of continuation task.