Empirical study of coherence of argumentative:writing from the perspectives of genre and thematic progression theory

IntroductionStatement of the ProblemRationale for the StudyPurpose of the StudySignificance of the StudyKey Concepts DefinedOrganisation of the BookChapter One Literature Review1.1 Context and the Language of Literacy1.1.1 Literacy as a Process of Enculturation1.1.2 Text-Context Relationship1.1.3 The Language of Literacy1.2 Different Approaches to the Assessment of Writing1.2.1 Assessment of Writing by Measuring Syntactic
Complexity1.2.2 Writing Assessment by Measuring Cohesion andCoherenceChapter Two Theoretical Framework2.1 Genre Analysis2.1.1 Hasan‘s Generic Potential Structure2.1.2 Ventola’s Flowchart2.1.3 Martin‘s Model2.1.4 Swales’s CARS Model2.1.5 The Reasons Why Swales‘s Model Is Preferred in This
Study2.2 Thematic Progression Theory2.3 Theme-based Genre Analysis Framework.A Combinatorial ModelChapter Three Methodology3.1 Research Questions3.2 Data Resources of This Study3.3 Coding Unit and Data Coding3.3.1 The Coding Unit and the Definition of Move and Step3.3.2 The Establishment of the CAAS Model3.3.3 The Coding of Themes3.3.4 Coding ProceduresChapter Four The Study of Schematic Structure and Its Role in
Building Global Coherence4.1 The Schematic Structure in Exemplars4.2 The Study of Schematic Structure in EFL Learners’\ Texts4.3 Discussion4.3.1 Similarities and Differences in the Use of Moves4.3.2 Similarities and Differences in the Use of Steps within
Moves4.3.3 ReasonsChapter Five The Study of Themes and Their Roles in Building
Coherence5.1 The Roles of Themes in Building Local Coherence5.1.1 Thematic Progression Patterns5.1.2 Topical Themes with More Than Two Elements5.1.3 Nominalisation in Thematic Position5.2 The Roles of Themes in Construing Global Coherence5.2.1 Topical Themes5.2.2 Interpersonal Themes5.2.3 Textual ThemesChapter Six Implications of the Study6.1 Implications for EFL Writing Research6.2 Implications for EFL Curriculum Construction and
Pedagogy6.2.1 Cultivation of Genre Awareness through Explicit
Instruction6.2.2 Cultivation of the Awareness of Text-context
Relationship6.2.3 The Teaching of Theme Choices and Thematic Progression in
Genre-based CurriculumConclusionSummary of Major FindingsContributions of the StudyLimitations of the Study and Suggestions for FurtherResearchFinal ThoughtsReferences后记 显示全部信息