Discourse Analysis-Based Teaching Design of Senior High School English Continuation Writing

Abstract

Against the background of the new college entrance examination and the concept of discourse-based teaching stipulated in the new curriculum standard, this study focuses on the teaching design of English continuation writing in senior high schools based on discourse analysis. By means of literature research and case analysis, the research sorts out the core connotation of discourse analysis, and analyzes the existing problems in current teaching, including inaccurate grasp of discourse genre, misjudgment of emotional tone, and lack of logical plot development. On this basis, it puts forward targeted teaching design strategies: guiding students to accurately identify discourse genre, clarify the overall structure of discourse, fit in with the original language style, and carry out continuation writing based on in-depth text understanding. The study shows that discourse analysis can effectively help students establish an overall discourse perspective, ensure the coherence and unity between the continued content and the original text, and improve students’ writing quality and comprehensive language literacy. However, this study has limitations such as single research methods and insufficient detailed strategies. Future research can combine empirical methods to optimize the teaching system.