本文是一篇英语教学论文，本研究证明运用读后续写与主位推进模式相结合的教学方法能提高议论文二语写作连贯性。但本研究存在不足，例如，对主位推进模式的分析具有一定的主观性，研究时间较短等。今后的研究可以延长教学时间来进一步证明研究结果。
Chapter One Introduction
1.1 Background of the Research
Writing is an important output skill.Coherence is a vital aspect to measurewriting quality,which has been studied hotly at home and abroad in recent years.However,there are still many problems with students’English writing.Althoughcollege students have been able to write with correct grammatical norms,theirexpression and organization of ideas often give the impression of ambiguity and lackof smoothness(Chen,2005).Some scholars found that this is due to their failure touse thematic progression(TP)patterns rationally,which leads to illogical sentencesand makes the meaning expressed in an unclear and incoherent way(Cheng,2002).Thus,the lack of logic and connection between sentences is the main problem leadingto the lack of coherence in argumentative writing in the second language(L2).
Coherence is one of the most important features to measure the quality ofEnglish writing.From the perspective of Zhang&Liu(2003),coherence is thecriterion for measuring the completeness and consistency of a discourse and thecohesive device is an significant means of achieving coherence.They think a coherenttext should achieve three levels of coherence,including situation coherence,meaningcoherence and form coherence.Form coherence is reflected in the cohesive device,which is achieved through lexical grammatical hierarchy,voice,and tone.Amongthem,the grammatical hierarchy includes non-structural cohesion(including reference,ellipsis,substitution,conjunction and lexical cohesion)and structural cohesion(including transitivity system,mood system,information system and thematicstructure).
1.2 Purpose of the Research
Argumentative writing is the most common genre of the writing part of collegeEnglish examinations,so it is crucial to find teaching methods to improve collegestudents’English argumentative writing.Chinese students’English writing generallysuffers from confusing logic and weak connection between sentences,which leads toless coherent writing.According to the existing research,TP patterns can effectivelyorganize sentence order and enhance the connection between sentences andparagraphs,thus improving the coherence of the discourse.The continuation task hasa significant effect on promoting learning and improving L2 writing coherence.However,most of the studies which combine the two have focused on the application of TP patterns in the continuation task which is a proficiency test component aboutnarrative writing in the college entrance examination here.There are few studies onhow to combine them to improve the coherence of college students’L2 argumentativewriting.
Therefore,this study adopts the teaching method of combining the continuationtask with TP patterns,and applies it to the teaching of college English argumentativewriting,aiming to improve the coherence of college students’argumentative writingand their writing level.The author hopes that by teaching the five types of TP patternsand assigning continuation tasks,students can imitate and apply the patterns whilelearning them in the original text so that they can use them more flexibly in their L2argumentative writing to organize sentences and paragraphs effectively to promote thecoherence of the writing.
Chapter Two Literature Review
2.1 Studies on Thematic Progression Patterns and L2 ArgumentativeWriting
2.1.1 Foreign Studies
Foreign research on TP patterns and L2 argumentative writing can be dividedinto three main parts.Firstly,researchers conduct studies combining the TP patternswith L2 discourse analysis.They found that TP patterns can promote the developmentof the discourse(Downing,A.,2001;Crompton,P.,2004,etc.).
Secondly,studies are concentrated on the role of TP patterns in L2 writing.Manyscholars believe that TP patterns are essential elements in forming a coherent text andsuggest that teachers should teach more abou
