Research On The Influences Of The Iterative Continuation Writing On Junior High School Students’ Competence Of Discourse Cohesion In English Writing

English writing is a key part of English teaching.Discourse cohesion is an important way to ensure learners to express themselves logically and coherently.Based on the researches,this study adopts a teaching method of iterative continuation writing and conducted a experimental research for one semester.The study took students in the second grade of junior high school in Xilinhot,exploring two research questions:(1)Does iterative continuation writing help students improve their discourse cohesion competence in English writing?(2)To what extent is students’ English writing discourse cohesion correlated with their English writing achievements after the application of Iterative continuation writing? The research instruments includes investigation and tests.The results of the study showed that the use of iterative continuation writing in teaching English writing improved students’ competence of discourse cohesion and their writing achievements.In the first and second round of the writing test,there was no significant difference in the students’ ability of Referential Cohesion and LSA,but there was a significant difference in the Connectives from the first round.In the third round,there were significant differences in the Referential Cohesion,LSA,and Connectives.In addition,CRFAO1,LSASS1 and all indexes of Connectives are correlated with students’ writing achievement.Logical connectives was most strongly correlated with students’ writing achievement.Therefore,the iterative continuation writing teaching method could improve the students’ competence of discourse cohesion and their English writing achievements.