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The requirements and role of the language subject in cultivating thinking skills are increasingly valued. The National English Curriculum Criteria for Regular High School (2020) states the “Core literacy in English”, which cultivates students' necessary language skills, cultural awareness, thinking quality and learning ability. In particular, The National English Curriculum (2020) believes that thinking is the ability and level of competence demonstrated in logical, critical, and creative thinking. The National English Curriculum (2020) makes a number of demands on students' logic: First, students can understand the logical relationships of discourse, sentences, sentence clusters and paragraphs. Second, students can organize information logically. Third, students establish logical relationships in oral and written expressions using linguistic measures such as connectives, demonstrative pronouns and lexical articulation. Therefore, the importance of logic is being increasingly appreciated.

In fact, writing is closely related to logic and it plays a vital role in thinking and expressing. The National English Curriculum Criteria for Regular High School (2020) repeatedly calls for cultivating learners' logical ability; A good writing requires clear logic. Writing, as an output of the English language, is a reflection of the student's language learning and language skills. Writing is also a logical reasoning process. Many scholars have found that those students who are better at logic can perform better in writing. Students' logical thinking ability can be cultivated during teaching (Emine Özdemir, 2017). Therefore, in order to improve students’ writing, it not only requires rich content, good grammatical structure and accurate expression, but also needs clear logic. In teaching writing, educators should not only focus on linguistic skills, such as grammar and vocabulary, but also on the quality of thinking, especially logical thinking.

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1.2 Purpose of the Study

This study is based on the method of testing logical thinking ability by Wen Qiufang, Liu Runqing (2006) and Zhang Yongbo, Yu Feng (2011). This study uses the textual analysis method to analyze the compositions of the students, aiming to analyze those problems in students' logical thinking process when writing at a micro level. This study collected a total of 268 pieces of compositions from two classes in the grade two of senior high school. They were the midterm in the second half of 2021, the final in the second half of 2021, and the final in the first half of 2022. The aims of this study：

1) What are the problems students make in their logical thinking ability in reading and writing?

2) What are the causes of their logical thinking problems?

3) How to cultivate their logical thinking ability in continuation writing?

Finally, some special cases of logical thinking problems will be selected as case studies.

Chapter 2 literature review

2.1 The Definition of Logical Thinking Ability

Wang Xin (2009) believes that logic is a science that studies the form本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。