The Application of Error Analysis in English Writing after Reading in High School

Fengzhi Xiao

doi:10.63313/IJED.9017

Authors

Fengzhi Xiao Nanning Normal University, Nanning 530000, China Author

DOI:

https://doi.org/10.63313/IJED.9017

Keywords:

Error Analysis theory, High school English reading after writing, Senior high school English writing teaching, English Teaching strategy

Abstract

Based on the Error Analysis theory, this study explores the types of errors in high school English after reading. Through the careful analysis of two hundred final exam compositions of two classes and the auxiliary identification of the correction network, accurate identification of errors. At the ontology error level, focus on word spelling, diction (such as "big" describing desire), tense (improper switching between front and back), subject-verb agreement and sentence composition problems; Text errors include missing key information, insufficient response to details, shallow and abrupt emotional expression; Textual errors involve paragraph cohesion, logical connectives, plot logic and theme deviation. Furthermore, this paper proposes targeted teaching strategies, including strengthening vocabulary and grammar teaching, improving detail and emotion processing ability, and enhancing discourse coherence and logic, in order to provide strong support for post-reading English teaching in senior high school, improve teaching effectiveness and students' writing level, and promote the development of core English literacy.

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