A Study Of Story Continuation Writing Task In Senior High English

Continuation writing task,a creative writing theory developed from the length approach,is an integration of reading and writing as well as a continuation of writing an end by following the framework of an incomplete story.This thesis aims to explore how to facilitate learning and how to facilitate writing.To facilitate learning begins with internalizing language.Writing for language in small situation consolidates the base of language and benefits the richness of language.To facilitate writing begins with creating the ending of the story.Interacting with text and genre forges the logic and criticism of thinking.Finally,to ameliorate the phenomenon of deviating the text and non-profound concept,polishing the ending based on thematic meaning exploration helps the story continuation writing in agreement with the thematic meaning,smoothens the plots with similar language style,thus making story continuation writing and plots as well as thematic meaning a whole.The study tries to probe into two questions with theoretical basis of the Swain's output hypothesis,alignment theory,integration with genre.The participants of this research are 80 students from two parallel classes of Senior 2 in Yuezhou High School.Both quantitative and qualitative methods are employed in the research,including questionnaire and writing tests.Based on the present situation of students' continuation writing,three strategies are applied to the classroom in the experimental group.Appropriate texts are selected or adapted from reading materials.The study lasts for fifteen months.It is mainly around such two questions as follows: Firstly,are the three strategies beneficial to senior high school students on improving the language,alignment and thematic meaning expression? Secondly,how to perform these strategies in class teaching and let students improve the language,alignment and thematic meaning expression? There demonstrates three cases for reference.Findings indicates that the application of three strategies to the story continuation writing task instruction has positive effects on students' writing ability on the whole.The function of facilitating learning is demonstrated by writing for language in small situation to internalize the target language and then lay a solid foundation for language proficiency.The function of facilitating writing is demonstrated by interacting with the text and genre to create the ending,which trains students' logic thinking and critical thinking as well.For the phenomenon of drifting afar from text and being inappropriate in thematic meaning,the study explores the thematic meaning and then polishes to improve the ending in the last strategy.To be specific,the three strategies improve students' language,logic and coherence as well as thematic meaning of students' continuation writing to a large extent.Firstly,writing for language in small situation helps to acquire the target language and style in an appropriate and natural way.Secondly,interacting with genre facilitates to cultivate a concept of alignment with the text,author and students' life experience.Eventually,polishing the ending based on thematic meaning exploration is conducive to organizing the material under the framework of thematic meaning.All these can be clearly seen from the cases of students' story continuation writing demonstrated in the paper.In the process of learning to write,students improve language richness,style similarity,logicality,as well as contextual coherence and instructive thematic meaning.Following these theoretical and practical guidance,students in senior high school can learn to internalize the language,train their thinking,strengthen the thematic meaning,and above all,create an ending with rich language,reasonable logic,smooth coherence and noble thematic meaning.The study can improve students' continuation writing competence.