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“hold”on the specific social context in which texts are produced and raises learners'awareness about schematic structure (Carter-Thomas, 2008, p. 11). Within the generalframework of genre analysis, theme choice and thematic progression play afundamental role in creating a cohesive text at a local level and, in construing globalcoherence by thematising or foregrounding items that are important for achievinggenre-specific communicative purposes.

Purpose of the Study研究目的
The purpose of this study is to apply genre theory and thematic progression theoryto analyse EFL learners' texts in order that we can help them write communicativelysuccessful texts.Significance of the StudyThe first contribution is the application of thematic progression theory and genretheory to the analysis of texts. In writing analysis and evaluation it gives a new wayfor discourse analysts to go beyond the traditional method of examining writing. Byexamining global coherence and local coherence, theme-based genre analysis canreveal various layers of textual and contextual meanings, provide good explanationsfor what well-formed and communicatively effective texts are like and make writinganalysis more intriguing and insightful.Secondly, genre theory has been mostly used to analyse professionally writtentexts, or model perfect texts that are considered to be the representative examples of aparticular genre. However, by examining student-generated argumentative writing,this study has made a radical shift. It is necessary and important to analysestudent-generated texts because they account for a large proportion of writing donewithin the academic discourse community (Hyland, 2002a). Genre analysis has beenapplied systematically to EFL students' argumentative writing in this study.The next significant component is the creation of the CAAS model. Swales'sCARS model and Toulmin's model serve as the starting point for building the CAAS.Then the CAAS model is used to analyse EFL learners' lELTS writing in detail to seewhat kind of schematic structure they use. No specific model in the analysis of theschematic structure of lELTS writing has ever been put forward before.Finally, the perspective on the analysis of texts adopted in this study and thefindings of this study will contribute to the setting up of appropriate instructionalmodels. Teachers will use these models to help EFL learners write communicativelyeffective and successful texts.

Key Concepts Defined主要内容
This study is about the analysis of coherence of EFL learners' texts within theframework of genre theory and thematic progression theory. Some concepts such asEFL, text, coherence, genre and thematic progression are explained in this section.According to Connor (1984，p.137), EFL means English taught as a school subjectin order to give students competence in a foreign language, in this case, English. Inthis dissertation the author will adopt Connor's definition of EFL.What's more, in this dissertation the author follows Cook's definitions of text anddiscourse. Text is used to mean linguistic forms in a stretch of language, temporarilyand artificially separated from context for the convenience of analysis (Cook, 1994，P.24).Discourse is a stretch of language in use, taking on meaning in context for its userand perceived by them as purposeful, meaningful, and connected (Cook, 1994, p.25).In this study, the genre of written argumentative writing re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。