| Taking the E-mail genre as an example,this paper intends to explore the theme type and characteristics of thematic progression patterns in senior high school students' English writing based on the English writing types in the College Entrance Examination as well as analyze the problems of impropriate cohesion and coherence in discourse writing.Also,under the guidance of genre-based English writing teaching method,the thematic progression theory is used to construct and modify discourse,so as to improve students' ability of text organization and writing level.Taking experiments and interviews as research methods and 94 students from a middle school in Sichuan Province as the research objects,the writing teaching of the experimental class and the control class is compared before and after the experiment.And combining the scoring standard of college entrance examination and the thematic progression theory,the scoring standard in this paper is developed.SPSS 25.0 is used for statistics and analysis.The following issues have been studied.1.What are the features of the theme in senior high school students' English writing between pre-test and post-test?2.What are the characteristics of thematic progression patterns in senior high school students' English writing between pre-test and post-test?3.How does thematic progression affect the senior high school students' English writing?Through analysis,it is found that:1.The pre-test found that the single theme was used most in email writing.Among them,personal pronouns are the most frequently used and adverb phrases are the least frequently used.The post-test shows that the subjects and attributive clauses are used more frequently in the experimental class.However,there is no significant difference in the control class.The reason is that the students in the experimental class lay more stress on the use of cohesive words and the internal logical relationship between sentences,and consciously decrease the use of single sentence pattern and increase the use of complex sentences.2.For thematic progression patterns,the patterns of thematic progression in the pre-test are confusing and irregular,while the patterns of thematic progression in the posttest are generally derived progression patterns.The reason is that the use of thematic progression patterns will be affected by writing topics and points in email writing.Derived progression is the most frequently used pattern when writing suggestions and reasons.3.Through the comparison of the pre-test and post-test,it is found that the score of English writing in the experimental class is higher than that in the control class.Secondly,the discourse progression,discourse coherence and sentence complexity in the experimental class are significantly higher than those in the control class.Based on the above research results,this paper puts forward some suggestions to improve the writing coherence of senior high school students.Firstly,teachers should emphasize the deconstruction and analysis of different discourse' structure in writing teaching,so as to provide students with various forms of expression.Secondly,in writing,teachers guide students to apply thematic progression theory to write purposely.Ultimately,teachers can promote writing by reading and guide students perceive the text structure and words of different categories in reading,so as to better apply thematic progression theory in their writing.This paper examines an empirical study on English writing in high school,taking the E-mail genre as an example.It serves a new view for English writing teaching and paper marking with a theoretical guidance,and further offers suggestions for improving the English writing level of senior high school students as well as enhancing the students' sensitivity to writing.In addition,there are still some weaknesses in this paper,for example,it just gives an analysis to the E-mail genre,and other genres should be conducted to show the writing mechanism based on the thematic progression. |
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