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摘要：China has more than 20 years’ serious instruction on English; however, itremains a disappointment that many of our highly educated intellects are troubled togive out decent English journals. Such questionable status quo of EFL writing abilityand a rising trend to look into writing from cognitive perspective that together makethis empirical study promising.

age and thoughts has long been a high intriguing field thatmany eminent scholars dabble into.
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Chapter Two Literature Review

2.1 Basic Concepts
“Discourse” and “text” are interchangeable terms with the same Reference butfrom different perspectives. It was J.R.Firth who gave priority to “text” in linguisticresearch, but was later scolded by Chomskyan School as “corpus-directed” (Halliday,2010). European scholars Wolfgang Dressler and Teun van Dijk, influenced by theGerman textlinguistik, adopt “text linguistics”, from where De Beaugrande/Dressler’s Seven Criteria on Textualit t are still traceable (Beaugrande, 2011). Then,not early 1980s did “text” give away to “discourse” as a result of its initialappearance with analysis in The Handbook of Discourse Analysis (1985). From thenon, discourse is preferred in linguistic research and only when text features andgenres are specifically talked about will “text” be adopted (Hinkel, 2002). Therefore,for the sake of writing, this thesis will adopt “discourse” and “text” indiscriminatelyand interchangeable.On discourses, various definitions are given, bringing along differentconnotations. Broadly speaking, “discourse” is regarded as the entire language,organized in accordance with certain communicative intention and presented throughboth oral and written forms differing only as ways of expressions (Rob, 2002), ratherthan information capacity.
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2.2 Writing Models and Writing Performance (WP)
Crowned by complex (Bereiter, Burtis & Scardamalia, 1988), L1writingmodels are where L2writing models are derived. In order to look into secondlanguage writing theory and practice, it is necessary to start from its source. Flower and Hayes’s first model of writing in 1979 includes: the taskenvironment, the writer’s long-term memory and the composing processor, with allthree processes under the monitoring of an executive control (Flower & Hayes, 1981).Modification of Chenoweth and Hayes’s model fills further details: written languageproduction is carried out from three levels (a resource level, a process level, and acontrol level) and four internal processing components (the proposer, the translator,the transcriber, and the reviser). These four processes work in a chain of sentenceproduction starting from ideas to be expressed in the proposer to the converting ofthese prelinguistic ideas into strings of language in the translator, and then the reviserevaluates both the proposed and written language (Flower & Hayes, 1981). If it isjudged acceptable, the process is followed by the turning of the content into writtenform in the transcribing. But if it is not acceptable, the proposer or the translatorprocesses again. At the control level, other kinds of knowledge are called upon,including the task schema such as writing strategies (Flower & Hayes, 1981). Manyaspects of such modification are later adopted for consideration of L2writing.
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Chapter Three Methodology ......23
3.1 Research Questions......... 23
3.2 Experimental Design....... 23
3.3 Subjects......... 25
3.4 Instruments.... 26
3.5 Data Collection Procedure .... 30
Chapter Four Resuilts and Discussions .......32
4.1The Quantitative Analysis of DA and WP ..... 32
4.2 The Qualitative Analysis of DA on WP ........ 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。