英语写作作为高中阶段学生需掌握的语言表达性技能之一，在英语学习中占据重要的地位。根据前人的研究和研究者自身的教学实践，当前高中生的英语写作中却仍存在着许多不足，例如没有足够的的写作内驱力和写作兴趣，语言知识较匮乏，英语书面表达用语不够丰富，思想和情感的表述不够准确等等（王德美，2019）。与此同时，研究者通过反思发现教师平时对学生的语言输入关注不够，忽略了语言输入和输出的联系，导致学生没有足够的语言积累来进行写作，写作能力难以得到提升。

在进行了初步问卷调查和查阅了相关文献后，研究者运用读后续写教学模式，旨在探索其能否提高学生的写作能力以及在哪些方面提高学生的写作能力。基于此研究目的，研究者选取了班级50名高二学生，采用行动研究的方法进行了为期两个学期共两轮的系统读后续写教学。在此过程中，研究者收集了学生的三次前后测写作成绩和习作文本，对文本进行写作能力三个维度（准确性、复杂性、流利性）的数据统计，并结合对学生的三次访谈和贯穿研究过程中的教师日志的数据分析，来获取学生写作能力变化和教学过程评价两个方面的信息。

经过三个阶段的研究计划制定、方案调整和实施，研究者对行动研究前后的学生习作进行了准确性、复杂性、流利性的量性文本分析，同时也对学生访谈和教师日志进行质性编码分析，以归纳出读后续写对学生习作能力的影响。研究结果显示：读后续写能在准确性、复杂性、流利性三个方面提高学生的写作能力。具体来说，在准确性方面，学生的用语相较之前出错更少；在复杂性方面，学生使用的语句更加复杂且多样化；在流利性方面，学生的句子长度有所增加。此外，学生对于写作的兴趣也逐渐浓厚，对写作的焦虑也逐渐减少。本研究不仅证实了读后续写对于写作能力的积极影响，还为此种写作方式在课堂上的实践教学提供了实用建议。

English writing, as one of the expressive skills of senior high school students, plays an important role in English learning. According to the previous research and the researcher’s own teaching practice, there are still many shortcomings in senior high school students’ English writing, for example, lack of drive and interest in writing, lack of English language knowledge, lack of various written expressions, lack of accuracy to express their thoughts and emotions in English and so on (Wang, 2019). In the meanwhile, the researcher finds that the teachers do not always pay enough attention to the students’ language input and always ignore the connection between the input and output, which leads to the students not accumulating enough language to write, so it's hard to improve their writing ability.

After conducting a preliminary questionnaire survey and reviewing the relevant literature, the researcher adopted continuation writing to conduct the research, aiming to explore whether it could improve students’ writing ability and what aspects to improve students’ writing ability. Based on this research aim, the researcher selected 50 sophomores from a class and conducted two rounds of systematic continuation writing instruction using action research. In this process, the researcher collected the grades and the texts of pre-test and post-test, and counted the data of three dimensions (accuracy, complexity, and fluency) of writing ability. The data of the three interviews and the teaching logs were also analyzed to represent the changes of students’ writing ability and the evaluation of the teaching process.

After three stages of research plan formulation, program adjustment and implementation, the researcher conducted a quantitative analysis of the accuracy, complexity and fluency of the students’ texts before and after the action research. Student interviews and teaching logs were also analyzed through qualitative coding to explore the influence of continuation writing on students’ writing ability. According to the research, continuation writing can improve students’ writing ability in accuracy, complexity and fluency. Specifically, in terms of accuracy, the students make fewer mistakes in their language than before; in terms of complexity, the sentences are more complex and diverse; in terms of fluency, the average length of students’ sentences has increased. Besides, the students’ interest in writing is becoming stronger, and the writing anxiety is also decreasing. This study not only confirms the positive effect of continuation writing on writing ability, but also provides practical suggestions for its teaching practice in the class.