A study to prove the efficacy of "cue cards" as procedural facilitation in composing processes

一段时间以来，人们已经知道，给那些在继续写作方面有困难的人提供被称为程序性促进的“线索”，有助于作家在写作过程中的反思，从而引导他们解决问题。在这个概念的推动下，我想出了一个教学方法，利用“提示卡”来帮助学生思考，帮助他们继续写作，从而写出连贯和连贯的文章。共有477名初中生和7名英语教师参与了这项研究。通过使用各种“提示卡”，我证明了处于“写作障碍”状态的学生克服了这一困难，并成功地写出了连贯和连贯的文章。因此，在写作课堂上使用合适的提示卡是有效的。

It has been known for some time that giving "cues" known as procedural facilitation to those who are having difficulty in continuing composing facilitates writers' reflection in their composing processes and thereby leads them to problem-solution. Propelled by this idea, I have come up with a teaching method that utilizes "cue cards" to facilitate students' thinking and help them to continue composing so that they can write a coherent and cohesive passage. A total of 477 junior high school students and seven English-language teachers participated in this study. By utilizing various "cue cards", I proved that the students, who were in a state of "writer's block" conquered this difficulty and came to succeed in writing a coherent and cohesive passage. Hence, the efficiency of using appropriate cue cards in writing classroom was proved.