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The Value and Approaches of Thematic Meaning Inquiry in Senior High School English Continuation Writing
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Abstract
Continuation writing, as an important form of English writing instruction in senior high schools, has received widespread attention in the context of the new college entrance examination reforms. However, in actual teaching practice, both teachers and students tend to focus on the accuracy of linguistic forms and the coherence of plot development, while paying insufficient attention to in-depth exploration of the textual theme. It is worth noting that continuation writing is closely related to thematic meaning inquiry, the core of which lies in fully expressing the central idea of the text through the introduction, presentation, development, deepening, repetition, and reinforcement of the theme. During the reading process, students’ in-depth exploration of thematic meaning helps ensure accurate comprehension of the discourse, thereby making the continuation richer, more coherent, and more meaningful, with more precise language and a clearer structure. This paper systematically analyzes the significance and value of thematic meaning inquiry in continuation writing and proposes specific implementation pathways from a pedagogical perspective. The study shows that thematic meaning inquiry facilitates students’ deep understanding of the text, promotes the coordinated development of language and thinking, and prevents empty content in continuation writing. It holds significant value for student development, teacher instruction, and classroom teaching. In terms of pedagogical pathways, this paper proposes five stages: pre-reading pre-diction, while-reading analysis, post-reading discussion, continuation guidance, and evaluation feedback, and elaborates on the operational points of each stage. This paper aims to provide theoretical references and practical guidance for senior high school English teachers, promoting a shift in continuation writing instruction from form-oriented training to meaning-oriented construction.
Keywords
Senior high school English; continuation writing; thematic meaning inquiry
References
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https://doi.org/10.23977/CURTM.2025.080220
How to cite this paper
The Value and Approaches of Thematic Meaning Inquiry in Senior High School English Continuation Writing
How to cite this paper: Zhenzhen Qin. (2026). The Value and Approaches of Thematic Meaning Inquiry in Senior High School English Continuation Writing. The Educational Review, USA, 10(3), 166-173.
DOI: http://dx.doi.org/10.26855/er.2026.03.008
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