Year: 2026
Type: article
Abstract: First introduced, continuation writing has sparked widespread academic debate. English teachers have embraced this task because it combines reading and writing, two integrated language skills, and helps nurture students’ critical and creative thinking. Even so, most high school English lessons on continuation writing still prioritize surface-level language drills. They pay little attention to textual logic and the shaping of ideas, leaving students reliant on rigid templates and struggling to build coherent plots. True integration of reading and writing thus rarely takes place. Deep learning prioritizes thorough text comprehension, knowledge transfer and critical inquiry. It fits well with the new curriculum standards that target the core competencies of English education. Drawing on deep learning theory, this paper identifies common pitfalls in high school continuation writing instruction. Using the continuation writing prompt from the 2026 National College Entrance Examination Paper II as a case, it develops teaching strategies across four stages: close discourse analysis,collaborative construction, thematic refinement and reflective assessment. These approaches encourage students to unpack the internal logic of the original text, support them to internalize language and produce creative writing, and ultimately cultivate core competencies including linguistic competence and thinking quality.
Source: 教育学文摘
DOI: 10.63313/edu.8068
Author: Yantao Fu
Institution: China West Normal University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7225561300