Abstract
This thesis, with theories of thematic progression as its foundation, seeks to address the problem of how thematic progression relates to coherence of argumentative writings of university students. In exploring this problem, this research draws upon ten pieces of argumentative writings of juniors of Chongqing University and analyzed them at macro- and micro-level respectively.
Upon examination of these writings, the following results become clear. At macro-level, the constant theme pattern and the derived theme pattern are most frequently utilized in coherent text. Under such patterns, hyper-theme serves to develop the macro-theme either by analyzing it from various aspects or splitting a notion in it into several sub-points that will be detailed. A thesis statement therefore could indicate sub-points through semantic connection, which promotes coherence. Problems at this level concern vagueness of macro-themes, absence of hyper-themes etc. At micro-level, the constant theme pattern, the simple linear pattern and the derived pattern are the most common patterns applied. Under any of these patterns, themes of subsequent sentences relate to the hyper-theme semantically, which facilitates coherence. Problems at this level concern repetition of both theme and rheme, new information in both of them and themes irrelevant to adjacent sentences.
As these problems distract the reader and discredit the writer, they should be prevented through writing teaching and learning. Results and implications of the present research indicate that thematic progression theories could be applied in pre-writing, writing and revision step of argumentative writings to facilitate coherence. This is beneficial to English writing and teaching as it provides an approachable tool for students to achieve coherence in writing and for teachers to evaluate coherence of students’ writings.
Key words: coherence, theme, rheme, thematic progression pattern, writing
，英语论文范文，英语论文题目 |
