The Application of Discourse Analysis in English Continuation Writing in Senior High Schools—A Case Study of 2025 National College Entrance Examination New Curriculum Standard Volume II

Jia Liu

doi:10.63313/ESW.9133

Authors

Jia Liu School of Foreign Languages, China West Normal University, Nanchong 637009, China Author

DOI:

https://doi.org/10.63313/ESW.9133

Keywords:

Discourse Analysis, Continuum Writing, Discourse Patterns, Articulation, Coherence

Abstract

This paper focuses on the application of discourse analysis theory in the continuum writing in high school English, and takes The English Language Test of the 2025 National College Entrance Examination (New Curriculum Standard, National Volume II) as a case study. Firstly, the development of discourse analysis theory and the related background of continuum writing are sorted out, and the core concepts of discourse, discourse analysis and continuum writing are clarified. Then, this is followed by an in-depth analysis of the discourse of continuum writing in terms of the dimensions of discourse patterns and articulatory coherence. In terms of c discourse patterns, the discourse takes the “problem-solving mode” as the core, supplemented by narrative mode, and constructs narrative conflict through the chain of problem generation—strategy evolution—new problem derivation, which provides a logical guide for the continuation of the writing; in terms of articulation and coherence, the discourse's surface structural connection and deep semantic connection are analyzed from the means of denotation, logical connection, and lexical articulation. The results of the study show that the theory of discourse analysis can effectively guide students to grasp the logic and discourse features of reading and writing. Finally, the results of the study suggest teaching implications, emphasizing the incorporation of discourse analysis in teaching to improve students' discourse comprehension, logical thinking and comprehensive language use ability, and to implement the core literacy requirements of the new curriculum standards.

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