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Research on the Path of Integrating Thinking Maps into the English Teaching of Continuation Writing Task in High School

Author(s)

Yanyan Wang*

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China *Corresponding Author.

Abstract

In recent years, with the introduction of the new question type, the English Continuing Writing Task, in the 2016 domestic English college entrance examination, educators and researchers in the field of English studies have directed a significant amount of attention towards the improvement of students' reading and writing skills. High school students frequently encounter difficulties when attempting the continuing writing teaching, including an incomplete understanding of the source text and an insufficient capacity for logical reasoning. To address these issues, this paper investigates the potential of integrating Thinking Maps into high school English literacy instruction. It incorporates the Thinking Maps approach, which is grounded in intuition and logic, to enhance students' comprehension of the continuation task and examines the subsequent trajectory of the continuation task in the context of Thinking Maps. The findings of the study indicate that the incorporation of Thinking Maps into reading and writing instruction can effectively enhance students' logical thinking and writing abilities, subsequently elevating the caliber of the writing task.

Keywords

English Continuation Writing Teaching; Mind Maps; High School English; English Writing

References

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