A Study on the Instructional Design of Continuation Writing in Junior Secondary English under the Differentiated Production–Oriented Approach

Abstract

In junior secondary English continuation writing instruction, students exhibit considerable variation in ability, and the conventional one–size–fits–all classroom model struggles to accommodate the developmental needs of learners at different proficiency levels. This study therefore attempts to integrate the Production–Oriented Approach with differentiated instruction, proposing a tiered POA–based instructional design for continuation writing applicable to the junior secondary context, and provides a detailed illustration using the text The Gifts from the Shanghai Education Press Grade 9 first–semester textbook. The design activates learning needs through a mini–productive task in the motivating stage, provides differentiated support through three–tier scaffolding in the enabling stage, and promotes self–revision through a tiered assessment scale and sample comparison in the assessment stage, ensuring that differentiated thinking runs through the entire teaching process. The study offers a referential practical framework for junior secondary English continuation writing instruction.