Research on Teaching Strategies of Pre-writing Reading Stage in AI-assisted English Continuation Writing

Abstract

The General High School English Curriculum Standards (2017 Edition, Revised in 2020) sets core literacy as the orientation of English education, taking linguistic competence, cultural awareness, thinking quality and learning ability as key training objectives. As a reading-writing integrated test task for the college entrance examination, continuation writing fits the demand of core literacy cultivation, and pre-writing reading serves as the decisive link of teaching effectiveness. This link currently faces two prominent problems: students only extract fragmented surface information and fail to sort out plot logic, emotional changes and textual foreshadowing; the teacher-centered sentence-by-sentence analysis breaks the integrity of discourse and prevents students from constructing complete narrative logic. The curriculum standards encourage the integration of information technology into English classrooms, offering policy support for AI-empowered teaching. With natural language processing technology, AI can deeply analyze source texts of continuation writing, visualize narrative clues and design differentiated reading tasks to address the drawbacks of traditional teaching. This model helps students achieve holistic text comprehension to improve their continuation writing, and supplies teachers with data-based learning diagnosis for targeted instruction. It bears practical significance for boosting students’ reading and writing competence and realizing the cultivation goals of disciplinary core literacy.