本文是一篇英语论文，本文实验结果清楚地表明，在通过连续任务训练后，学生的写作内容、组织和语言都得到了显著改善，这对英语写作教学的发展具有重要意义，因此，阅读提供了大量的语言输入，并加强了学生的语感，这在写作教学中起着更为关键的作用。
Chapter One Introduction
1.1 Research Background
The teaching of English at the senior high school level is mainly focused on thedevelopment of students'basic skills(listening,speaking,reading,viewing andwriting).Among these basic skills,listening,speaking,viewing and reading aremore inclined to single skill training,while writing,which integrates vocabulary,grammar knowledge,sentence pattern and text structure,becomes the focus anddifficulty of teaching.An writing of only about 150 words can reflect a person'soverall English level more objectively,because an essay can not only show astudent's vocabulary and grammar skill,but also reflect his ways of thinking,fullyillustrating his ability to use the language in an integrated way.
Of all language skills,how to teach writing effectively is a big challenge forlanguage teachers.As one of the essential language skills,writing plays an importantand essential role in English language teaching.The current situation of writingteaching in China is that on one side,the role and significance of writing isneglected in comprehensive English textbooks,while on the other side,there arealmost no real writing classes in senior high school classrooms.The reason is thatpeople do not have a clear understanding of the relationship between reading（input）and writing（output）.Besides，many students and teachers have a wrong perceptionof writing：some teachers think that a good writing is consist of advancedvocabularies,and sentences without grammatical errors,but they ignore the logic ofthe essays;students just focus on rote memorization of advanced vocabularies andwriting templates.
1.2 Research Purpose
In the absence of a mother tongue environment,it is difficult for second language learners to write authentic articles.Therefore,many scholars want toimprove the existing writing teaching methods.Although the importance of writinghas received the attention of teachers,they also try to use different teaching methodsto improve students'writing ability,however,it is not easy to teach writing inpractical training.The main problems of senior high school students'writing are:thestudents'limited language expression ability,the language expression is notauthentic,the structure of the article is not logical.
Therefore,Wang Chuming proposed the continuation tasks method in 2000,which is an effective method to improve English writing by combining reading withwriting,emphasizing language input,and encouraging students to combine whatthey have learned with the reading materials as much as possible and apply it to thecontinuation tasks.In the process of continuation tasks,students can imitate and uselanguage creatively,and write creative and wonderful endings related to the previoustext.As students repeatedly read the original text,they can use the correct languagein the appropriate context,so as to achieve interactive alignment and promote theeffect of learning.
The purpose of this study is to explore:(1)What are the effects of thecontinuation tasks on the language diversity of senior high school English writing?(2)What are the effects of the continuation tasks on the discourse coherence ofsenior high school English writing?(3)What are the effects of the continuation taskson the overall level of senior high school English writing?This study will useexperimental research to explore the application effect of continuation tasks inEnglish writing in senior high school,and also hope to provide some enlightenmentof teaching value for the current English writing teaching.
Chapter Two Literature Review
2.1 Definition of Continuation Tasks
The continuation tasks is an innovative second language writing task that refersto the completion,expansion,and creation of input text by second language learnersbased on their understanding of incomplete input text.Professor Wang Chuming,anexpert in second language acquisition,fir
