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4.5 Analysis in the Framework of Discourse Cohesion 56
4.5.1 Analysis of the Research 56
4.5.2 Reflection of the Research 60
4.5.4 Suggestions for College English Writing 64
CHAPTER FIVE CONCLUSION 70
5.1 Major Findings 70
5.1.1 Current Research Condition 70
5.1.2 Value of the Research 71
5.1.3 Discourse Cohesion 71
5.1.4 Second Language Writing Teaching 73
5.1.5 Contrastive Analysis 74
5.1.6 College English Writing Teaching 76
5.1.7 Research Method 77
5.1.8 Limitations 78
5.1.9 Recommendations 78
5.2 Recommendations for Future Research 81
REFERENCES 83
中文参考文献 84
APPENDIX 1 87
APPENDIX 2 90
CHAPTER ONE INTRODUCTION
1.1 Research Background
Along with Chinese entering into WTO and constant changes of international market economy, global exchanges day by day. China has frequently communicate with the outside world; as a result, more institutions and companies put forward higher demands for undergraduates’ English ability of listening, speaking, reading and writing. Among all these abilities, English writing is an important skill. In many fields like science and technology, economy, culture and physical education, people usually use different literary forms (including dissertation, report and letter) to communicate with the outside world. Therefore, University English Syllabus has clear requirements for writing; in order to adapt to this demand, various English examinations list writing as significant content in examination, and CET-4 and CET-6 even set the minimum score for writing (Li Hanqiang, 2003). All of these phenomena require students pay more attention to writing. However, no matter in class, practice after class or all kinds of examinations, students’ general performance in English writing is poor, such as grammatical mistake, expression does not convey the idea, sentence structure is in disorder, genre and form are not clear, viewpoint is ambiguous, and content is inane (Lian Shuneng, 2010). Writing is always an intractable link in college English teaching. On the one hand, many teachers think it is difficult to teach writing, and their great efforts have little effect; on the other hand, students response that writing is difficult, and though after repeated practice, it is not easy to improve the writing competence.From the writing score analysis of Chinese CET-4 and CET-6 in recent years, it can be concluded that college students’ English writing competence has deficiency which needs to be improved. The first part in Chinese CET-4 and CET-6 is writing, and writing is always students’ weak spot with not ideal score. Li Hanqiang ever made statics in 2003. Taking CET-4 and CET-6 in 2002 as an example, according to the statics of CET-
