An Exploration of the Teaching Model for Continuation Writing in High School English Guided by Question Chains

Abstract

Continuation writing tasks require students to produce creative output based on deep comprehension of reading materials, serving as a crucial pathway for cul-tivating comprehensive language application and critical thinking skills. How-ever, current teaching practices often encounter challenges such as superficial text interpretation, logical disconnects between continuation plots and original narratives, and insufficient cognitive processes underpinning student respons-es. To address these challenges, this paper draws upon constructivist theory to design a series of logically structured questions that target core content and cognitive processes. By constructing a scaffolded pathway from comprehension to creativity, it explores a continuation writing teaching model guided by ques-tion chains. The paper outlines the principles and pathways for designing the question chain and, using the text “After Twenty Years” from Unit 4 “Developing Ideas” in the Foreign Language Teaching and Research Press's High School Eng-lish Compulsory Coursebook 1 as an example, details how to implement the four-stage question chain—“Guided Reading, Inquiry, Conceptualization, and Creation”—to guide teaching practice. Practice demonstrates that this model effectively deepens students’ textual interpretation, stimulates their intrinsic motivation for writing, and ensures the logical coherence and creativity of con-tinuation content, offering new perspectives and methods for high school English continuation writing instruction.

Affiliated Institutions

• China West Normal University CN

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