Xing Meng

This study explores cross-cultural continuation writing in senior high school English, addressing students’ challenges in cultural, emotional, plot, and language alignment. By integrating a “3+1” analytical framework—emotion, plot, language, and culture—the research proposes targeted pedagogical strategies. Using the 2025 NMET continuation task as an example, the paper illustrates classroom practice such as the Name Iceberg and emotional scaling to foster alignment. Results show that structured interventions enhance students’ ability to produce coherent, culturally resonant continuations, demonstrating the model’s potential for broader application in cross-cultural language teaching.

continuation writing; cross culture; alignment effect

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