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摘要：本文是英语毕业论文，Writing takes up an important role in learning English, but it always is a bigheadache for both English teachers and learners. As Danesi’s points (1994), althoughthey did well in the verbal fluency, they lacked the conceptual appropriateness whichcharacterized the corresponding discourses of the native speaker.

ch are the definition of metaphoricalcompetence, its features and the fundamental theories. Among many definitions aboutmetaphor competence, Littlemore’s opinion is adapted in this paper. And thefundamental theories are showed from two steps. They are the traditional theories andthe contemporary theories. Different linguists put forward several different definitions.Gardner & Winner (1978) believed that metaphoric ability referred to a capacityto interpret the effectiveness of the metaphor basic rules, to use the appropriatemetaphor expressions in a context and evaluate metaphor expressions.According to Low (1988), metaphorical competence is an ability to buildappropriate meanings and make the distinguish between new metaphors, conventional metaphors and the special ones.Frank Nuessel and Caterina Cicogna (1994) pointed out metaphor competencewas an ability that one can decode or encode the metaphorical language and make orrecognize the novel metaphors in writing and speech.Jeannette Littlemore (2001) proposed that MC was made up with four aspectswhich are originality of metaphoric production, fluency of metaphor interpretation,ability to find meaning in metaphor, and speed in finding meaning in metaphor.Originality of metaphor production is the ability for thinking up one’s ownunconventional metaphors. Fluency of metaphor interpretation is the ability forfinding several possible meanings for a single given metaphor; in other words,identifying more than one possible ground for comparison between the ontology andthe metaphors. Here, an ability to find meaning is the capacity for coming up with aplausible meaning for a novel metaphor. Speed in finding meaning is an ability forcoming up with a plausible meaning rapidly.
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2.2 Writing Ability
There are three parts in this section. The first one is the definition on the writingability. The second one is the factors influencing writing ability. Through analysis,there are many factors, such as the learners’ grammar, vocabulary and their subjectiveinitiative. But the most important is their mother tongue. The third one is about thetheories on writing ability. Until now, on one can give an explicit definition about writing competence inlinguistic field. Canale and Swain (1980) put forward a theoretical framework basedon four components. They interpreted writing competence from four aspects,including grammatical competence, sociolinguistics competence, discoursecompetence, and strategic competence. Well, grammatical competence is how to usemorphology, spelling, punctuation, syntax, and grammar rules. Sociolinguistics competence refers to one is how to change writing according to different topics,purposes and audiences. Discourse competence refers to one is how to make a textcoherence and cohesive with some methods. Strategic competence is how to usestrategies.Thus, writing competence refers to how to master the combination ofgrammatical forms and meanings to get a unified spoken or written text of variousgenres. And writing ability is not naturally acquired but culturally transmitted inschool or other environments. Meanwhile, writing is a complex process whichconsists of social and cultural activity besides linguistic and cognitive activity.
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Chapter 3 Methodology......22
3.1 Research Questions.........22
3.2 Subjects.........22
3.3 Instruments....23
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