A Study Of The Application Of Thematic Progression To English Writing Teaching In Senior High School

English writing is an essential output skill of English learning and it is a basic difficult skill for students to grasp.At present,English Writing Teaching does not pay enough attention to text.The weak organization and poor textual coherence can be easily found in students’ writing.This thesis introduces thematic theory,thematic progression pattern and the relationship between thematic progression pattern and English writing.The notion of theme and rheme was first put forward by Mathesius in 1939.On the basis of this notion,Halliday and the Systemic School inherited and developed thematic theory.This paper applies thematic progession patterns to the teaching of high school English writing,aiming to improve students’ writing skills.There are two research question:1.Which kinds of thematic progression patterns are used by students before the experiment ?2.What are the changes of the thematic progression pattern used by students at the end of the experiment ?The experimental subject of this study was a total of 60 students in the Class 13,senior grade of Hebi High School.Before the experiment began,the authors collected and analyzed the English compositions in their entrance exams to count out the kinds of thematic progression patterns they had used before the teaching.After the experiment began,the authors collected and analyzed their English composition to measure the changes in their thematic progression patterns after each round of study.Research methods include text analysis,experiments and interviews.After a semester of teaching,the author finally concluded that before the experiment,there were four kinds of thematic progresion pattens used by students.They are Parallel,continuous,centralized and crossing thematic progression pattern respectively.At the end of the experiment,the thematic progression pattern used by the students was more flexible and rich,and the sentences they writ are more cohesive.