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n purposes are to solve two questions at follows:1. Can the application of Genre Analysis in College English Writing teaching improve non-Englishmajor learners’ English writing achievements?2. Can the application of Genre analysis in College English Writing teaching develop non-Englishmajor learners’ genre awareness?
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Chapter Two Literature Review

2.1 Researches on Genre Analysis Abroad and at Home
As for generic studies, there are three different schools: English for Specific Purposes (ESP)represented by Swales and Bhatia; New Rhetoric represented by Miller and Sydney School represented byMartin. Among those schools, in accordance with the relationship between genre and situational context,theSydney School states two similar but different models of genre analysis. The two models are Hasan’sGeneric Structure Potential (GSP) (1989) and Martin’s Schematic Structure (1992). And in our country,studies which are related to this aspect are mainly conducted by Fang Yan, Zhang Delu, Xin Bing, Yu Hui,Qin Xiubai and so on. In the following, it presents some details about the studies on genre analysis abroadand at home.To begin with, there is a key thing that is to know what genre analysis is. Understanding genreanalysis, it is up to three central concepts: genre, discourse analysis and task (Ann M. Johns, 2015). For theword “genre” in the field of Systematic Functional Linguistics, different scientists have different thoughts.Halliday emphasizes the rhetoric aim of genre and he agrees with the views of Gregory and Carroll (1978:44-45) who consider that genre is “types of language”. When defining the concept of generic structurepotential, Hasan (1977: 229) pointed out that genre was “type of discourse”. Meantime genre can also bedetermined by the obligatory elements of discourses (Halliday & Hasan, 1985: 62). Martin believed thatgenre was a “staged, goal-oriented action that people involved in the social context” (Martin, 1984: 25).The term, genre, which is used in the field of literary researches and writing teaching, usually means typesor forms of texts. After “Aspects of Article Introductions”, written by John Swales, was published in 1981,for about thirty years, it has been prevailing that genre is widely applied in the studies of linguistics. And inthe field of literature, genre means “press” (Ann M. Johns, 2015). In general, the researches on genre andgenre analysis mainly relate to three schools. They are respectively Swalesian School or English forSpecific Purposes (ESP) and English for Academic Purposes (EAP) School represented by Swales andBhatia; New Rhetoric School represented by Miller and Australian School represented by Martin.
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2.2 Researches on English Writing Teaching Abroad and at Home

Studies on English writing teaching have gone through a great change from one approach to another,for instance, from product approach to process approach in the late of 1970s and the early of 1980s(Hairston, 1982). Then, on the basis of the theory of cognitive processes, Flower and Hayers (1981)conducted English writing researches in the form of setting up a same basis for all scholars and English asthe second language. In China, for English teachers and English learners, English writing still need to beput a great concern in the English teaching. Especially for non-English majors’ students in College, Englishwriting is a big question. In the fo本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。