A Study On The Output Effect Of The Different Reading Materials On The Senior High Students' Performance In The Continuation Writing Task

The close relationship between reading and writing has been widely concerned and recognized by the educational circles.The academic inquiry of combining with reading and writing also provides a theoretical guidance for English teaching.One of the changes in the comprehensive reform of college entrance examination that has been carried out in recent years is the students sit for examine twice a year for the English discipline.The content of examination has also been adjusted.The continuation writing task will be used as a new form of written expression in the English college entrance examination paper.As one of the pilot cities carrying out the national college entrance examination reform,Zhejiang has put the Continuation Task into the written expression,and this new type of test will gradually be applied throughout the country.The Ministry of education"Test Explanation"did not make a clear explanation on the genres of the reading material in the Continuation Task,so this study tries to analyze the differences of different types of reading materials for students writing output in four aspects,the main contents,the structure,language accuracy and language richness,to further explore which genre of the reading material is more suitable for reading and writing questions.This study is mainly based on the combination of test method and questionnaire survey.The author selected four kinds of types of reading materials,narrative,expository,argumentative,and a letter on behalf of the application,in which the four reading materials conform to the difficulty consistent principle.After making a proper adjustment,the author selected a class of 60 students who are the high school 2^nd year students as the research object.Every week the students did the Continuation Task of different genres of reading arrangement.After finishing the task of reading four genres,the author sent a post written sense questionnaire to the 60 students,and handed out 5questionnaires to the senior two grade teachers.Finally,based on the students'writing compositions and questionnaire results,the author analyzes the narrative,argumentative and expository writing,the application in letters on behalf of the genre of reading material on students'writing output differences,separately from the content points,article structure and language accuracy and richness of the four aspects of specific inquiry.Through comprehensive analysis,this study found that in high school Continuation Task,there do exist differences in students'writing output when facing with the four types of reading materials.Among them,the content and richness of the language are most greatly affected when the narrative genre is used for reading materials in students'writing Continuation task.The language accuracy and text structure are most greatly affected when the narrative genre is used for reading materials in students'writing Continuation task.The argumentation has minimum effect on the content points,text structure and language accuracy and richness in the Continuation Task.After combining the results of the test and the questionnaire analysis,this study suggests that the reading materials based on the narrative style are more suitable for the high school English Continuation Task.After analyzing the factors likely causing such differences,this study suggests that in high school English Continuation Task,when the narrative genre is used as the reading material,students should keep their writing closely linked to the theme and grasp the main contents;keep the structure cohesively and clearly-classified;label the underlined words and make accurate use of language to maximize the synergistic effect;give flexible description to maximum the language richness.