This exploration identifies common errors in English writing among high school students, suggesting corrective strategies to improve discourse coherence and grammar.
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 lev-el, focus on word spelling, diction (such as "big" describing desire), tense (im-proper switching between front and back), subject-verb agreement and sen-tence composition problems; Text errors include missing key information, in-sufficient 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, in-cluding 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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Fengzhi Xiao (2025) studied this question.