《普通高中英语课程标准》要求:英语学习要使学生能在主题意义引领下，通过学习理解、应用实践创新等一系列学习活动，基于已有的知识，依托语篇，在分析问题和解决问题的过程中，促进自身的语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断和学习策略运用。
当然，基于英文原版小说的读后续写还有很多实践策略，如在教授 Langston Hughes 的 Thank You， Ma ’ am 时，笔者布置了如下任务:“Suppose you were the frail boy， please write a letter to the large woman 10 years later.”。
Paragraph 1: We sat down next to each other， but David wouldn't look at me. Paragraph 2: I watched as David moved up to the starting line with the other runners.
When I was in middle school， my social studies teacher asked me to enter a writing contest， I said no without thinking. I did not love writing. My family came from Brazil， so English was only my second language. Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play， where I played all the parts. No one laughed harder than he did.
My teenage son， Jordan， always complained about having to be home earlier than all his friends. He would tell me that he was already seventeen， but still had a curfew，He believed he was practically an adult. I pointed out that he was not an adult as he was still in high school.
