| At present, many educators, especially English teachers, have already put their energy into College English writing teaching. In terms of writing approaches, the existed teaching approaches of writing mainly are product approach and process approach, which emphasizes the output and process of writing. And after applying in these approaches, students' writing ability is improved in a certain degree. However, for English learners, writing still is an obstacle which exists not only in mastering different genres' writing, but also in forming genre awareness.So it is quite clear that College English teachers and educators need to hunt for an effective approach to improve students' English writing ability, especially non-English major learners, and to cultivate their genre awareness and enhance their writing achievements.The paper concerns mainly about the application of genre analysis in College English writing teaching on the basis of Hasan's Generic Structure Potential Theory(GSP) and Systematic Functional Linguistics(SFL).Firstly, the study states the related researches on genre and genre analysis, meanwhile introduces the studies related to English writing teaching. Secondly, through analyzing the situation of English writing teaching and two traditional approaches' advantages and disadvantages, it can be concluded that genre approach is more beneficial to students' English writing. In addition, the author states how to regard Hasan's GSP theory and SFL as a guidance of using genre analysis in College English writing teaching. Finally, through a semester teaching experiment, there are two questions needed to be solved: 1. Can the application of Genre Analysis in College English Writing teaching improve non-English major learners' English writing achievements? 2. Can the application of Genre analysis in College English Writing teaching develop non-English major learners' genre awareness?70 subjects are chosen randomly from City College of Lan Zhou. They are all non-English major students,among which 35 subjects majored in Environment and 35 subjects majored in Physics. The Environment Major class is chosen as experiment class(EC), and the Physics Major class is chosen as control class(CC). They are freshmen students. The researcher carries on pretest and post-test in Experiment class and control class respectively. And the experiment class is also designed questionnaire and interview after a semester experiment.The data is analyzed by SPSS 17.0. The results demonstrate that the writing achievements in EC has a significant difference before and after the experiment, while there are no significant difference in CC. Meanwhile, thequestionnaire and interview in EC illustrate that the training of various genres contributes greatly to building up students' genre awareness.In the study, It can be seen that genre analysis is more beneficial to English writing teaching. It can enable students to take part in the writing process and make them realize different types of texts. What's more, students are able to be aware of different communicative purposes to choose appropriate contents, expressions as well as rhetoric. |
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