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iting a paragraph can be said as asimple and efficient shortcut for writing.There is no clear answer to the origin of the paragraph but there is one statementthat the paragraph dates back from the Middle Ages when scribes made a mark in themargins of hand-copied manuscripts to signal a new idea. With the advent of printing,this mark evolved into the familiar indentation of the modern paragraph.
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Chapter Three Research Methodology......... 26
3.1 Research design.....26
3.1.1 Research questions.........26
3.1.2 Research participants..... 26
3.1.3 Materials and process of teaching experiment.......27
3.2 Research instruments...... 27
3.3 Research procedures........29
3.4 Teaching experiment....... 31
Chapter Four Data Analysis and Discussion..........42
4.1 Data analysis and discussion of research question one.... 42
4.2 Data analysis and discussion of research question two.... 50
4.3 Data analysis and discussion of interview....53
Chapter Five Conclusion............ 56
5.1 Major findings of the research............ 56
5.2 Implications of the research......57
5.3 Limitations of the research........58
5.4 Suggestions for the further research............. 59

Chapter Four Data Analysis and Discussion

For this chapter, the data that collected in the procedure of the experiment areanalyzed by SPSS software. There are three parts about the data analysis. And the firstpart is the analysis and discussion of research question one. The second part is theanalysis and discussion of research question two. The third part is the analysis anddiscussion of the interview.

4.1 Data analysis and discussion of research question one

The students’ paragraph writing awareness can be influenced by the classteaching. For the sake of finding out whether utilizing the cohesion theory toparagraph writing teaching method can strengthen students’ paragraph writingawareness, the author collected the data of questionnaires and record frequency ofcohesive devices in tests with three other teachers. From this part, the relevant dataand results can be obtained which can solve the first research question.The questionnaire consists of fifteen items which are divided into threedimensions. Items 1-5 are about attitude to English writing, items 6-10 are aboutknowledge and ability on cohesion and writing, items 11-15 are about students’ viewsof teaching. Each item score is calculated in five point scale 1 to 5. Before analysis,the scores of negative statements items are revised. Therefore, the higher the score,the better students’ English writing skill and the better writing condition it is.

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Conclusion

In this chapter, the author focuses on the whole research process. Theexperimental results are summarized and analyzed. Through the review and analysisof the research process, the major findings of the experiment, the limitations and somesuggestions for future experimental studies are concluded as followings:At the end of the sixteen weeks experiment, the students in EC have significantchanges in writing and their writing score has been significantly improved. Throughthese changes, we can conclude that under the guidance of Halliday’s cohesion theory,the teaching mode combined the cohesion theory with paragraph writin