In the continuous promotion of the new college entrance examination reform, English test paper propositions pay more attention to the examination of students' English comprehension ability, knowledge application ability, and knowledge system construction ability, and tend to cultivate students' comprehensive abilities in the thematic context. The design of question types that combine reading and writing requires high school English teachers to accurately control the content of the new textbook, pave the way for "reading and writing", find the right direction for "writing", help students through English learning activities such as learning comprehension, application practice, and transfer innovation, guide students to deeply think and explore the text, cultivate students' creative thinking, and improve their comprehensive English application ability. This article adopts action research methods, including pilot research and two rounds of action research, and collects data through field research, experiments, and questionnaire surveys. Through two rounds of action research, focusing on the content and structure of continuation, as well as the influencing factors of continuation language, in order to improve students' reading and writing abilities.

Lu Wu. A Study on the Ways and Methods to Improve the New Question Type "Continuing Writing after Reading" in the Context of the New College Entrance Examination. International Journal of New Developments in Education (2023) Vol. 5, Issue 18: 131-135. https://doi.org/10.25236/IJNDE.2023.051822.

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