Exemplifying the construction of multi-dimensional scaffolding in high school English continuation writing instruction

Addressing challenges in high school English continuation writing instruction, such as the separation of reading-writing and student difficulties, this paper explores the application of scaffolding theory. Using a public lesson as an example, it details how to construct diversified scaffolds plot scaffolding, thinking scaffolding, language scaffolding, and evaluation scaffolding at key stages of the writing process, grounded in text analysis, student profiling, and the Zone of Proximal Development (ZPD). Key strategies involve: Guiding plot/emotion outlining; analyzing opening sentence logic for idea generation; imitating original text details and syntax for language enhancement; and utilizing structured evaluation checklists for reflection. Teaching practice demonstrates that systematic scaffolding effectively enhances students' continuation writing skills, achieving deep alignment with the original text in plot, theme, emotion, and linguistic style. This approach offers a replicable model for optimizing instruction. The paper concludes with reflections on accurately identifying student levels, flexible scaffold application, and evaluation feedback.