读后续写是基于Pickering 和 Garrod (2004) 的互动协同模式提出的一种读写结合的写作模式。王初明（2010）认为学习者在完成读后续写时，其能够与阅读材料产生协同效应，从而发挥促学作用。

与此同时，一方面很多相关研究也证明了读后续写对中国英语学习者的英语学习存在促学作用。但目前的相关研究主要关注了读后续写对大学生促学作用的影响，且主要集中在词汇和语法方面，对语篇层面的关注较少。语篇连贯是语篇的一个重要特征，对提升英语学习者的写作质量具有重要意义。另一方面，研究表明当前高中阶段的英语学习者仍然具有较差的衔接性和连贯。因此探索怎样提升高中英语学习者的写作连贯是有必要的。基于当前读后续写已经被纳入高中日常教学，而高中阶段的写作教学多关注连词等衔接手段的训练，所以其不能保证有效提升学生的连贯，这一现实情况而言，对读后续写任务是否对高中生写作中在语篇层面的连贯也具有促学作用，能否将其作为高中阶段训练和提升学生连贯的一种形式的探索是具有一定意义的。

本研究采取了实证研究的方法，旨在探索读后续写是否对学习者的写作连贯有促学作用，这种促学作用是否受不同的任务条件影响，受那些因素影响。本实验依托于某高中高二学生的日常英语教学之中，被试被分为英语水平没有显著差异的三组，并分别完成不同任务条件下的读后续写任务，实验结束后，笔者利用语料库工具Coh-metrix对实验对象产出的文本进行量化分析，并通过t检验对数据进行分析，以对比实验后，三组实验对象产出的文本在语篇连贯层面是否呈现显著差异，从而探究读后续写是否对高中生的写作连贯具有促学作用，并通过不同的任务条件下的读后续写以探索影响续写对高中生连贯促学效果的因素。

经分析，其结果如下：读后续写这一写作任务能够促进学生的连贯，尤其是其语法连贯。而对比两种不同条件下的读后续写任务发现：相比单纯英文续写组，指令组和阅读理解题组都对连贯有更好的促进作用。同时，阅读理解题条件下的读后续写任务也能更好地促进参与者形成提升其写作连贯的策略与方法。注意资源和回读频率所造成的协同强度的差异是影响续写对促学效果的因素。本实验也为读后续写对学习者的促学作用提供了一定的数据支持，在一定程度上证明从读写结合的角度提升连贯质量是可行的。因而，在未来的高中英语教学中，教师可将带阅读理解题组的英文读后续写作为训练和提升学生连贯的一种训练形式。同时，也启发教师们在日常教学中应该注重阅读与写作的紧密结合，在日常教学中注意以读促写，以阅读带动写作而非过分强调某一个语言形式如衔接词，同样启发教师在续写教学中，可以通过分配注意资源和提高回读次数以加强学习者与文本互动的方式来提高续文的质量。

Continuation writing is based on the Interactive Alignment Model put forward by Pickering and Garrod (2004). Wang (2010) pointed out that when learners finish the continuation writing, there is an alignment between them and the reading materials, which contributes to the improvement of learners’ English.

Meanwhile, many researchers have proved its positive effect of L2 learning on college students, especially the effects on their vocabulary and grammatical knowledge, while researchers rarely shed their lights on texts. At the same time, coherence is one of the most important features of text, which is significant to improve learners’ writing quality. However, coherence and cohesion of learners in high school still need to improve a lot. Therefore, it is vital to explore how to improve their coherence. Meanwhile, the continuation writing has been a part of teaching course in high school. And the high school teaching lacks effective training of writing coherence. Therefore, it makes sense that we should probe whether continuation writing can improve students’ coherence and can work as a way to help students train their coherence and cohesion.

This empirical research, aiming to explore whether continuation writing can improve students’ coherence, whether affected by different task requirements and what factors affect its contribution, is conducted during the daily English teaching course of 2^nd-year students in senior high school. The subject was divided into 3 groups whose English proficiency has no significant difference and finished the task respectively. After finishing the task, Coh-metrix, a computational tool, and t test are applied to analyze the collected data to explore whether continuous writing has positive effect on the writing quality, and what factors will influence the positive effect on improvement of coherence.

According to the result, continuation writing, contributes to the improvement of students’ cohesion, especially linguistic cohesion. The continuation writing with task instruction and the continuation writing with reading comprehension questions both have better performance on linguistic cohesion. Moreover, the continuation writing with reading comprehension questions also has better performance on content coherence, and improve learners’ strategies of improving coherence. Furthermore, the allocation of attention and rate of reading back cause different intensity of alignment, which is the factor have difference on L2 coherence learning. This research provides some support to the positive effect of continuation writing on L2 learning. Furthermore, to some degree, it proves that it is practical to improve coherence by reading-writing integrated task. Thus, it is supportive for teachers to use it as a writing task to train students’ coherence in the future teaching practice. Also, the result inspires teachers to pay attention the fact that reading contributes to the improvement of writing and improve their students’ writing quality by reading rather than excessive emphasis on some linguistic form like linking words. Meanwhile, it also inspires teachers to improve the quality of text written by their students in continuation task through the allocation of attention and increasing reading back.