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ing concept. Separate writing class can letteachers attach importance to students’ English writing and devote more time todevelop students’ writing ability. Besides, the application of cohesion and coherencepromotes teachers to take more attentions to students’ mistakes of cohesion andcoherence when they are revising students’ compositions.
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Chapter 2 Lit erature Review

This chapter includes three parts: the first part explains cohesion and coherencetheory. Definitions of cohesion, definitions of coherence, the relation betweencohesion and coherence and classification of cohesive device are illustrated in the firstpart. The second part is about writing. It is divided into definitions of writing andwriting approaches. The previous studies on discourse cohesion and coherence inEnglish writing teaching are illustrated in the last part.

2.1 Cohesion and Coherence
Cohesion and coherence are significant elements in discourse analysis. Manyscholars have done some relevant researches on the application of cohesion andcoherence in different fields. Although scholars’ views on cohesion and coherence arealways different, lots of scholars present that cohesion shows the exterior structure ofa discourse while coherence presents the internal structure.Cohesion was first put forward as a linguistic concept by Halliday in 1962.Since then, lots of scholars have paid more attention to cohesion and have done somestudies in different domains.Then, the publication of Cohesion in English in 1976 marks the establishmentof cohesion theory. In this book, cohesion is defined as “a semantic concept”. It refersto the relationship of meaning that exists within the discourse (Halliday & Hasan,1976). Like many other linguistic terms, cohesion has diverse definitions.From the perspective of semantic, Van Dijk (1977) points out that cohesion is aspecific type of coherence. He regards surface structural cohesion as an expressionsystem of semantic coherence and he takes cohesion as a grammatical form used toexplain deep semantic coherence. Nearly at the same time, Widdowson (1978) furtherdevelops the concept of cohesion. In his point of view, cohesion is that lots ofpropositions or segments are put together well by various factors in the same sentence.Hoey (1991) holds a similar view on cohesion. He states that sentences in a discourseare connected by cohesive devices and then writers express their ideas by thesesentences. Halliday and Hasan (1989) further expound their opinions of cohesion intheir book Language, Context and Text (1989) again. They develop the dimension ofcohesion. Halliday and Hasan state that cohesive devices are composed of twocategories: non-structural cohesive devices and structural cohesive devices; the lattercontains transitivity, mood, and elements within the discourse.
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2.2 W riting
English writing is one of the comprehensive abilities, which reflects one’sability to use languages. And it plays a vital role in foreign language teaching. As asignificant part of Second Language Acquisition, the studies on English writing haveattracted more and more linguists’ attention in some fields. There are generaldefinitions of writing.In a broad sense, Writing is a mode of expression that expresses writers’subjective consciousness by some words. In a narrow sense, writing is just a kind ofskill that language learners have to do to meet the requirem