Application Of Thematic Progression In English Writing Of Non-English Majors

With the social development and accumulating of international activities, English learning becomes more important in people's daily life. But for many English learners, English writing is difficult for them to get a high score in the exam of CET4 or CET6, especially for non-English majors. Even if graduated, English writing is also difficult for them in the process of working. There are many reasons causing the difficulty students confront in the English writing, such as lack of vocabulary. For these problems, there are many other people studied them from the aspect of cohesion, however, the author studies the English writing of non-English majors based on the theory of thematic progression in this thesis.Based on the English writing status of non-English majors and the development of the theme and rheme theory home and abroad, the basic principles of theme and rheme and thematic progression patterns were analyzed in the process of organizing the context. English compositions of non-English majors were analyzed through theme and rheme theory, especially how the thematic progression plays role in completed and logic compositions, and then to provide some strategies for non-English majors to improve their English writing level. And then, based on the theory of theme and rheme, the software of SPSS was adopted to analyze English compositions of two classes in North University of China, one was to be the control class and the other was to be the experimental class, the compositions of two classes were collected and analyzed. The result indicates that, the English writing of students in the control class has improved but not greatly through the physical English learning; while in the experimental class, students'English writing ability has improved obviously through learning of thematic theory. From the analysis, it can be known that theme theory and the thematic progression exist distinctively in composition writings before and after teaching. Compared with compositions before teaching, thematic progression patterns in compositions after integration are rather multiple, and their composition score has improved effectively, which improves from 7.5% to 17.5%. The theme theory and thematic progression patterns have something to do with students composition score, which can improve the reasonableness and coherence of the text structure, and then to prompt students to improve their English writing ability.Based on the analysis, there are two strategies proposed in this paper to integrate the thematic progression into English writing learning: one is from reading and the other from writing, both of them can prompt the improvement of non-English majors'English writing ability.