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Frontiers in Educational Research, 2022, 5(8); doi: 10.25236/FER.2022.050801.

Research on the Teaching Strategies of Senior High School English Continuous Writing Task


Lan Susu

Corresponding Author:
Lan Susu

School of Foreign Languages, Gannan Normal University, Ganzhou, Jiangxi, 341000, China


Considering the poor quality of English teaching in China, many domestic experts and scholars have spared no effort to explore effective teaching methods for foreign language teaching. The continuous writing task proposed by Wang Chuming in 2012 has been confirmed by a large number of experts and scholars from the theoretical and practical aspects of its excellent learning-promoting effect. In order to improve the quality of English teaching in our country, continuous writing task has gradually been adopted in the English writing questions of the New college entrance examination in various provinces. However, the new writing question type puts forward higher writing requirements for students' writing ability, thus this new writing question type is a new challenge for students. There are a series of problems in the students' continuous writing task, such as deviant theme and inconsistent continuous content with the given material gist; simple, bland and illogical continuous writing plots; improper use of vocabulary and grammar and confusing language expression, etc. In order to enhance students' continuous writing task performance, the author proposes three effective teaching strategies: firstly, analyse the original text carefully and focus on synergy with the original text and the coherence of the whole text; secondly, excavate the original text to enrich language expression; thirdly, pay attention to multiple evaluation methods to form a multidimensional interactive evaluation mode.


English writing; continuous writing task; teaching strategies

Cite This Paper

Lan Susu. Research on the Teaching Strategies of Senior High School English Continuous Writing Task. Frontiers in Educational Research (2022) Vol. 5, Issue 8: 1-4. https://doi.org/10.25236/FER.2022.050801.


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