主位推进运用于英语写作的实证分析——非英语专业一年级的写作指导-an empirical analysis of thematic progression in english writing —— writing guidance for non - english majors in grade one.docxVIP

Engli English Abstract II II Abstract English writing involves the selection the words and sentences, textual cohesive and coherence, and logic way of thinking. However, the current domestic teaching of English writing focuses more on the sentential level, such as words, grammar; less on the discourse level, such as textual coherence and overall organization. Therefore, the writings of college students always fail to convey the topic and information effectively. In light of the writing problems caused by textual incoherence, the thesis proposes to apply thematic progression patterns into the writing teaching among the non-English majors to explore whether the patterns could be used to solve the problem of incoherence in writing and how to operate the patterns in classroom instruction. The thesis discusses six thematic progression patterns: simple linear progression, constant progression, constant Rheme pattern, zigzag pattern, split progression and derived hyper-thematic progression. Then the six patterns are applied into college English writing teaching. The effects of the research are manifested by the results of pretest and posttest. The subjects of the research are two classes from the Chemical Department in Xiangtan University. The two classes are labeled as the Controlled Class and the Experimental Class respectively. The pretest proves that the overall writing ability of the two classes is similar. After the pretest, a ten-week experiment has been carried out. During the experiment, the Controlled Class is taught by topic-guidance writing, while the Experimental Class is guided under the thematic progression patterns. The posttest is done after the experiment, and related analysis and discussion have been made. The results of the analysis are as follows: firstly, thematic progression could be used in classroom teaching to solve the problem of textual incoherence and improve students writing ability. Under the guidance of thematic progression, the students wil