In recent years, continuation writing has attracted growing scholarly attention in second language (L2) pedagogy and assessment. However, most existing studies have focused on learners’ surface-level linguistic output, failing to unpack the underlying conceptual blending mechanism. In particular, cognitive comparative analyses across learners with varying proficiency levels remain scarce. Drawing on Conceptual Blending Theory (CBT), this study selected 18 continuation writing samples produced by L2 English learners from a key senior high school in Sichuan Province. NVivo was employed to conduct coding and cross-group comparative analyses across four dimensions, namely plot coherence, chara... More >