文摘
英文文摘
论文说明:List of Tables and Figures
声明
ACKNOWLEDGEMENTS
Chapter One INTRODUCTION
1.1 Research Background
1.1.1 The objective of college English writing teaching
1.1.2 Difficulties facing Chinese EFL writing teaching
1.1.3 A survey about the college students' writing and its analysis
1.2 Significance and Purpose of the Study
1.3 Organization of the Thesis
Chapter Two LITERATURE REVIEW
2.1 Previous Studies on the Teaching of College English Writing in China
2.2 Previous Studies on the Approaches to EFL Writing Teaching
2.3 Three Major Instructional Approaches to EFL Writing
2.3.1 Product approach
2.3.2 Process approach
2.3.3 Genre approach
2.3.4 Comments: advantages and disadvantages
2.4 Process-genre Approach
2.4.1 Badger and White's process-genre approach
2.4.2 Related studies on the process-genre approach in China
Chapter Three THEORETICAL BASIS FOR THE INTEGRATED PROCESS-GENRE APPROACH (IPGA)
3.1 An Integrated Process-genre Approach (IPGA)
3.2 Essential Notions of the IPGA
3.2.1 Genre
3.2.2 Genre analysis
3.2.3 Context of situation
3.3 Discourse Analysis
3.3.1 Discourse patterns
3.3.2 Cohesion and coherence
3.4 Hasan's Genre Theory
3.4.1 Contextual Configuration
3.4.2 Generic Structure Potential (GSP)
3.4.3 Contribution of GSP to discourse analysis
Chapter Four A PROPOSED TEACHING MODEL FOR THE IPGA
4.1 Analysis of Two Model Texts
4.2 Group Discussion over the Writing of the Given Assignment
4.2.1 The communicative purpose: what to write
4.2.2 The possible generic structure: how to write (1)
4.2.3 The discourse patterns: how to write (2)
4.3 Creative Writing
4.4 Getting Feedback and Revising
4.5 Final Draft
4.6 Evaluation
Chapter Five CASE STUDY: PEDAGOGICAL APPLICATION OF THE IPGA MODEL TO ARGUMENTATIVE GENRE
5.1 Pre-writing Stage
5.2 While-writing Stage: Creative Writing
5.3 Post-writing Stage
5.4 Results and Discussion
5.4.1 Data analysis
5.4.2 Results and discussion
Chapter Six PEDAGOGICAL IMPLICATIONS OF THE IPGA
6.1 Integrating Reading with Writing
6.2 Cultivating Genre Awareness
6.3 Fostering the Awareness of Discourse Pattern
Chapter Seven CONCLUSION
7.1 Major Findings
7.2 Limitations
REFERENCES
APPENDIX
江苏大学;