An Exploration of Practical Classroom Teaching of Senior High School English Continuation Writing Based on Textual Cohesion Theory

Abstract

The New English Curriculum Standards for Senior High (2017 Edition, Revised 2025) attach great importance to cultivating students’ textual coherence, yet senior high students often produce logically disjointed continuation writing due to insufficient command of cohesive devices. Most classroom teaching overemphasizes grammar correction and ignores systematic cohesion training. Grounded in Halliday’s textual cohesion theory, this paper distinguishes grammatical and lexical cohesion and constructs a two-stage teaching framework covering theoretical learning and writing practice. With the narrative text Little Shoes as a teaching example, the study adopts question chains and mind maps to guide students in identifying and applying cohesive expressions. This teaching design can effectively improve the logicality and stylistic consistency of students’ compositions, and provide operable references for integrated reading and writing teaching in senior high schools.