近年来，随着新高考的改革，“读后续写”任务作为一种十分有效的写作评估形式被纳入了新高考的写作部分。对于高中生来说，这不仅带来了新的机遇和挑战，也带来了一定程度的压力和写作焦虑。目前国内外已有大量对于英语写作焦虑的研究。然而，对于新高考中读后续写任务中写作焦虑的研究较为有限。
本研究旨在探讨高中生在读后续写任务中的写作焦虑水平现状，其焦虑水平与读写能力的相关性，导致其写作焦虑的原因以及缓解策略。研究采用问卷调查、写作测试、半结构化访谈和学生反思作为数据收集的工具。研究结果表明，高中生普遍存在读后续写任务的写作焦虑，且焦虑水平与学生的读写能力呈负相关。造成写作焦虑的主要原因包括书面语相关表达困难，难以理解阅读材料，写作缺乏逻辑，以及时间安排不合理等等。在此基础上，本研究还提出了一些建议来帮助学生缓解读后续写任务带来的写作焦虑。

In recent years, with the reform of the New College Entrance Examination (hereafter NCEE), the reading-writing continuation task was incorporated into the writing section of the NCEE due to its high validity as a writing assessment form. For senior high school students, this not only brings new opportunities and challenges but also entails pressure and writing anxiety to some extent. Lots of research has been done on English writing anxiety at home and abroad. However, there is limited research on English writing anxiety in the reading-writing continuation task in NCEE. 
This study aims to explore the current level of senior high school students’ writing anxiety in the reading-writing continuation task, the correlation between their anxiety level and their reading-writing proficiency, the causes of their writing anxiety and strategies to alleviate it. Questionnaires, writing examinations, semi-structured interview and students’ reflections were used as data collecting instruments. The findings indicate that the writing anxiety in continuation tasks is quite common among senior high school students, and the level of anxiety is negatively correlated with students’ reading and writing proficiency. The main causes of writing anxiety include difficulties in written expression, problems with reading comprehension, lack of logical thinking, and poor time management. Based on these findings, this study also proposes suggestions to help teachers and students alleviate writing anxiety caused by the continuation task.