通过实验可以发现实验班后测的表现比前测要好，并且在进行了读后续写教学方

Through experiments, it can be found that the performance of the experimental class is better than that of the pre-test, and after the intervention of the teaching method of reading and writing, the performance of the experimental class and the control class are completely different. In other words, through experimental calculations, the accuracy of English writing in the experimental class is higher than the accuracy of English writing in the control class, which also proves that the follow-up writing can promote the accuracy of high school students' English writing. This thesis explores the learning effect of reading and writing, and is expected to provide some meaningful guidance methods for high school English writing teaching. Specifically, it aims to improve the writing quality of high school English writing, especially in terms of writing accuracy. At the same time, this thesis also hopes to provide practical experience for subsequent research.

Through the experiment, it can be found that the performance of the post test in the experimental class is better than that of the pre test, and after the intervention of the teaching method of post reading continuation, the performance of the experimental class is completely different from that of the control class. In other words, through the experimental calculation, the accuracy of English writing in the experimental class is higher than that in the control class, which also proves the role of post reading continuation in promoting the accuracy of English writing of senior high school students. This paper discusses the learning promoting effect of post reading continuation, hoping to provide some meaningful guiding methods for English Writing Teaching in senior high school. Specifically, it aims to improve the writing quality of senior high school English writing, especially in writing accuracy. At the same time, this paper also hopes to provide practical experience for future research.

Through the experiment, it can be found that the performance of the post-test in the experimental class is better than that of the pre-test, and the performance of the experimental class is completely different from that of the control class after the intervention of the teaching method of writing after reading. That is to say, through experimental calculation, the accuracy of English writing in the experimental class is higher than that in the control class, which also proves that writing after reading can promote the accuracy of high school students' English writing. This paper discusses the learning-promoting effect of writing after reading, hoping to provide some meaningful guidance methods for senior high school English writing teaching. Specifically, it aims to improve the writing quality of senior high school English writing, especially in the aspect of writing accuracy. At the same time, this paper also hopes to provide practical experience for subsequent research.