The present enquiry explores insights of analysis discourse in the study of text focusing on its
contextual, macro-organisational and cohesive level. We propose discourse analysis model as it
examines text at the three-sided stated levels: schematic knowledge, macro-organization, and
cohesion respectively as this triangular focus is a solution to the failure of contemporary teaching
practices of foreign language (hereafter FL) that focus more on systematic knowledge neglecting
the areas of language. The aim of this investigation is to exploit findings of discourse analysis in FL
classroom in general and text creation in particular, suggesting teaching procedures, activities, and
varieties of texts to educators and researchers.