A Comparative Study of Application Writing and Continuation Writing Scores in Senior High School English Writing

Abstract

Application writing and continuation writing are two predominant task types in senior high school English writing instruction, yet empirical evidence regarding performance differences and their interrelationship remains insufficient. This study analysed the mid-term examination writing samples of 90 Grade 10 students from a high school in Sichuan Province. Employing descriptive statistics, paired-sample t-tests and Pearson correlation analysis, it examined the distribution characteristics, significance of differences and correlations between the two types of scores. Results indicated that application writing scores were concentrated with limited discriminability, whilst continuation writing scores were highly dispersed; the score rate for application writing was significantly higher than that for continuation writing, with the difference reaching statistical significance (p<0.001); the correlation coefficient between the two types was extremely low, indicating no significant linear relationship. The findings suggest that application writing emphasises format reproduction and information transmission, whereas continuation writing involves integrated reading comprehension, creative conception and logical coherence, representing different levels of cognitive processing. Pedagogical implications including differentiated instruction, scaffolding and diversified assessment are proposed.