读后续写是近年来将阅读与写作结合的典范，即选择一篇内容有趣，语言连贯的读物，抹去结尾，让学生阅读剩余的部分，在理解的基础上进行续写。作为“续”论的任务形式之一，读后续写被多项研究证明具有较强的语言促学效果，自2016年起已被多个省份逐渐应用于我国的高考英语题型中。写作指令语作为任务相关的因素之一会对学生的写作表现产生多方面的影响。作为读后续写题型中的一个重要组成部分，指令语的变化必然会引起学生不同的写作表现，但有关写作指令语对学生续写表现的影响研究较少。

本研究以Pickering 和 Garrod (2004) 提出的互动协同模式、Robinson (2001) 的认知假说以及Skehan (1998) 所提出的有限注意力模型为理论基础，分析了不同的写作提示类型对学生在读后续写中的写作表现的影响。本研究的研究问题为：不同的提示类型对学生的续写总体成绩有何影响？不同的提示类型对学生的写作流利度、准确度和复杂度有何影响？学生对不同提示类型的续写任务有何反馈？本研究以安徽省某高中处于同一英语水平的200名高一学生为研究对象，以Kroll 和 Reid (1994) 提出的提示种类为基础分别设计了无提示、框架提示、词汇提示和框架词汇提示作为四种续写任务，共收集200篇文本。根据高考英语读后续写评分标准对文本进行评分，采用McNamara等人研发的一款文本分析工具Coh-metrix3.0对写作表现进行测量计算。

本研究发现，不同的提示类型对学生的写作得分、流利度和复杂度均有显著影响，对准确度的影响不明显。具体表现在提示中包含的信息量越多，学生的写作总体得分和流利度越高，提示中的词汇要求会提高学生的写作词汇使用和句法复杂度而框架提示则会降低这两个方面。因此，含创造性模仿的读后续写任务能改善外语词汇和句法学习，在读后续写的教学中，二语教师应根据教学目的需要选择、混合或调整读后续写的写作提示以唤起学习者不同的写作表现，此外，教师也不应当以高考读后续写题型作为平日教学的样本，而应注重提示等任务相关的因素，将阅读教学和写作教学结合起来促进英语学习，提高续写中的互动强度，从而真正发挥读后续写的促学功效。

The continuation task, as a typical form of reading-and-writing integrated task has been popular in recent years, especially in China. A typical continuation task is made by choosing a story with interesting content and coherent language first, deleting the ending, then allowing students to read the intercepted part, and completing the story according to his or her comprehension of the story. As one of the task forms developed from the continuation theory, the continuation task has been proved to have a strong language promotion effect by many studies and thus has been increasingly used in writing assessment. For example, the English test of China’s National College Entrance Examination. As one of the task-related factors, writing prompt can exert a great influence on students’ writing performance. Therefore, as an important element in continuation tasks, the change of prompt types will inevitably lead to different writing performance, but there are few studies concerning the effects of prompt types in the continuation task.

Based on the Interactive Alignment Model proposed by Pickering and Garrod (2004), Robinson’s cognitive hypothesis (2001), and Skehan’s (1998) Limited Attentional Capacity Model, the current thesis analyzes the effects of different prompt types on students’ writing performance in the continuation task. This study intends to address three research questions: How do prompts influence students’ overall writing scores in the continuation task? What effects do prompt types have on students’ writing performance in terms of writing fluency, accuracy and complexity in the continuation task? What are students’ responses to prompt types in completing the continuation task? In this study, 200 students from a high school in Anhui Province with similar English proficiency were participants. We designed four types of prompts following the prompt types proposed by Kroll & Reid (1994) as continuation tasks. They are bare prompt, framed prompt, vocabulary prompt and framed plus vocabulary prompt. The participants’ writings were scored holistically and analyzed with a range of writing fluency, accuracy, lexical complexity and syntactic complexity features with Coh-metrix3.0.

It is found that different prompt types have significant influence on students’ writing overall scores, fluency and complexity, but not on accuracy. Specifically, the more information contained in the prompts, the higher the overall scores and fluency value; the requirement of vocabulary use in prompt can improve students’ vocabulary and syntactic complexity while framed prompt may reduce values in these two aspects. Therefore, in terms of instructions, teachers are supposed to select, mix or adjust the writing prompts for the continuation task according to teaching objects to evoke different writing performance of learners. In addition, it is not advised for L2 teachers to take the continuation task sample in the National College Entrance Examination as the model of weekday teaching. Instead, they should pay attention to the task factors, combine reading comprehension and writing to promote English learning and enhance the alignment effect between students and learning materials, so that the continuation task can truly facilitate L2 learning.