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For English learners,writing skills are considered to be one of the most importantlanguage skills.To a large extent,English writing can reflect the author’s thinking process interms of wording and structure of the text,which in turn reflects one’s ability of logicalanalysis and organization as well as the ability to process information(Zheng Liqi,2008).Writing is not only the embodiment of learners’basic English skills,but also the embodimentof learners’ability to use English flexibly,which completely and truly reflects learners’English level.At the same time,writing is also an interaction between readers and authors,which requires the joint cooperation of both parties(Li Yueming,2012).A readable piece ofwriting article should serve to convey information,which poses a new challenge to theauthor’s phrasing ability and discourse organization ability.

At the high school phase,English writing is both a teaching content and a teachingmethod.It differs from English writing at university level,students are required to write ashort passage of over a hundred words within the time set in class,the content and scope oftheir writing are somewhat limited(Wang Jing,2012).Therefore,students’thinking patternsare controlled to a certain extent during the writing process,and they are not allowed to playarbitrarily without restraint,and their space for play must be controlled within the prescribedlimits.The English Curriculum Standards for General High Schools(2017 Edition,2020version)states that the mastery of English writing requires high school students to haveknowledge of spelling,punctuation,grammar,vocabulary,and discourse.Among them,theaspect of spelling and punctuation refers to writing according to spelling rules,capitalization,use of punctuation marks and writing forms.

1.2 Significance of the Research

1.2.1 Theoretical Significance

Lexical cohesion is a branch of discourse cohesion.At present,there are relatively fewanalyses of discourse cohesion theory applied to high school students’English writing,and even fewer studies on the study of lexical cohesion alone,most of which are still focused onthe group of university students.Based on previous studies and based on Halliday’s andHassan’s discourse cohesion theory,this study makes an investigation of the application oflexical cohesion in senior high school students’English writing,hoping to expand and enrichthe relevant research of the theory in this field.

1.2.2 Practical Significance

The significance of this study is to provide some clues for teachers in front-line highschools about the current situation of using textual cohesive devices in English writing forhigh school students.Teachers can observe and study students from a new perspective andfind out the possible blind spots in the teaching process.At the same time,it can also makestudents understand the importance of lexical cohesion in English learning and recognizetheir own shortcomings in writing,which will facilitate their targeted learning in the processof writing.

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