The Role of Teacher Feedback and Peer Feedback on the Promotion of High School Continuous Writing

Abstract

The continuous writing requires students to continue to write a reasonable ending according to the meaning expressed in the original text, focusing on examining the students' divergent thinking and innovation ability. It seems that teachers provide students with the opportunity to write after reading, which can promote the overall improvement of students' language expression and thinking ability. The purpose of this paper is to study the effect of teacher feedback and peer feedback on the promotion of high school continuous writing. The main purpose of this paper is to study whether the classroom teaching mode of high school continuous writing can improve students' writing level and stimulate students' interest in writing, and how to use this mode. This research uses the experimental method and the questionnaire survey method to collect data, analyze the problems existing in the teaching mode of reading and writing, and understand students' views on reading and writing. By analyzing the data, 90% of the students in the experimental class needed the help of their peers in writing, which demonstrated the feasibility of teaching writing after reading.