Chapter 1 Introduction
1.1 Background and Significance of the Study
At present, English has played an important role in our work and life. Speaking and Listening is not enough for some students and other English learners, while writing can directly reflect one’s integrated grasp of the language. As we need to express our opinion clearly with this foreign language, we have to know how to organize the text with English thinking mode. However, for most Chinese students, even though they have rich vocabulary and a good mastery of grammar, it is still difficult for them to organize a text systematically and logically. The connections between sentences are not proper which makes the whole article look unnatural and loose. For teachers, they also think that how to teach students to write well is a tough problem. Both teachers and students regard writing the most difficult language skill to be improved. Many researches have been done to find the effective way of teaching English writing. During the research, we find that most teachers still use the traditional teaching method which emphasizes the fixed sentence form. They spend much time analyzing the composition model and ask students to recite it. They break the text into some pieces and choose some important words and phase, called language points. With this method students just learn some good phrases or words for writing, but they are still not able to organize the text using the words. Firstly, the teacher does not tell the students how to think about one topic so that they can’t cultivate their mind when it is needed to express one’s idea. When teachers judge the composition, they pay more attention to the spelling, grammar. Secondly, the writing teaching still stays at the sentence level, neglecting the organization of the whole text, the semantic transformation within the text and other textual features and the global understanding of the text. This phenomenon is very common in China. What’s more, college students just learn English for the first two years during which they incline to reading, speaking or listening. Just when the CET4 or CET6 is drawing near, they will try to practice writing for several weeks. So it is urgent to find the proper method to improve college student’s writing skill effectively and promptly.
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1.2 The Methodology of Empirical Study
As we want to illustrate the benefit of textual theory to the college English writing, we have to prove it by specific data. The compositions from CET4 Examination Committee have been judged with strict and correct criteria, so we choose them as the corpus. As we know the full point is 15, the committee classifies the compositions into five degrees which are 2 points, 5 points, 8 points, 11 points, and 14 points. The content of 2 points composi，英语论文网站，英语毕业论文 |
