A Survey On English Continuation Writing Of Senior High School Students Under The Background Of The New College Entrance Examination

The new college entrance examination reform introduces a new writing type of " continuation writing ",emphasizing the combination of reading and writing,and putting forward higher requirements for students’ English reading and writing ability.More and more researchers and front-line teachers have begun to pay attention to the importance of continuation writing in recent years.However,the students with a good language foundation or the students with a weak language foundation still face certain difficulties in dealing with this new question type in practice,resulting in slow improvement of language ability,which may cause writing anxiety.Besides,the senior high school students may lose interest in continuation writing and teachers also have some confusion in teaching.This study aims to use questionnaires,interview and continued texts as research tools to understand the specific difficulties faced by senior high school students in continuation writing in view of the above situation,and it also aims to put forward some effective teaching strategies.This study selects 262 students and 3 teachers from a senior high school in H City as research subjects to study the following three questions:(1)What is the overall status of senior high school students’ English continuation writing under the background of the new college entrance examination and the situation in various dimensions?(2)Are there significant differences in English continuation writing among senior high school students of different genders?(3)Are there significant differences in English continuation writing among senior high school students at different levels?Through the analysis of the data,this study makes some conclusion:(1)the overall English continuation writing of high school students under the background of the new college entrance examination is at the intermediate level.Compared with the three dimensions of writing logic,content richness and language vividness,students’ discourse coherence has the highest average.In terms of the logic of the writing,students lack consistency with the language style of the original text;in terms of content richness,students lack control over details;in terms of language vividness,students lack flexible output of existing knowledge;in terms of discourse coherence,students lack the ability to capture the corresponding clues of the context.(2)In this study,an independent sample of students of different genders is tested for T-test,and it is found that there is no significant difference in English continuation writing among high school students of different genders.(3)This study conducts an independent sample T test on students of different levels,finding that there are obvious differences in continuation writing among students of different levels,and there are also significant differences in different dimensions.Based on the research conclusions,this study puts forward some suggestions,including stimulating senior high students’ interest,increasing the amount of reading,selecting interesting materials and so on.