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

Qiaoyue Shuai

doi:10.63313/EH.9028

Authors

Qiaoyue Shuai School of Foreign Languages, China West Normal University, Nanchong, China Author

DOI:

https://doi.org/10.63313/EH.9028

Keywords:

Question chains, Continuation writing, Teaching model, Teaching practice

Abstract

Continuation writing tasks require students to produce creative output based on deep comprehension of reading materials, serving as a crucial pathway for cultivating comprehensive language application and critical thinking skills. However, 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 responses. 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 question 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 English 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 continuation content, offering new perspectives and methods for high school English continuation writing instruction.

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