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Chapter1 Introduction

1.1 Background of the Study
Writing, as a way of expression, has played a vital part in writtencommunication. The acquisition of the original information about English-speakingcountries, such as history, anecdotes, news, political policies or comments, is by wayof written texts. In contrast, the expression of authentic ideas to English speakers alsoneeds to assort to English writing. The new thinking pattern, peculiar to the uniquewestern culture, is formed in the process of perceiving information and deliveringinformative message. While, native Chinese speakers, whose first language is Chinese,which shares distinction as well as similarities with English ranging from thinkingpatterns, to linguistic knowledge, such as phonology, semantics, and even pragmaticsmay encounter with difficulty and convenience when dealing with English. In thepractical writing, students can not only easily assort to their native language, whichmakes the negative transfer between the two languages, but also make use of theirnative language in the production of the assignment, which is the influence of positivetransfer. To investigate the influential relationship between the first language and thesecond language, many a theory is proposed by scholars, which can mainly beclassified into 3 categories. The first one is Contrastive Analysis, belonging to thebehaviorist views, by which scholars proposed the theory that difference equals todifficulty. The difficulty in acquiring the target language results from the difference inthe target language and previous language.
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1.2 Purpose and Significance of the Study
The present research attempts to identify the relationship between Chinesewriting proficiency and English writing proficiency in terms of different rhetoricalmodes. The ultimate purpose of this research is to investigate in which rhetoricalmode of writing the positive transfer happens and in which one of mode the negativetransfer happens. Besides that, the author attempts to explain the reason for languagetransfer in different rhetorical modes.As there is a lack of the empirical research on coefficient relation betweenChinese writing proficiency and English writing proficiency in terms of differentrhetorical modes, this research intends to provide theoretical, pedagogical andmethodological support for scholars, teachers and learners respectively. Firstly, theresearch outcome can replenish the gap in coefficient relation of Chinese writingproficiency and English writing proficiency in different rhetorical modes. It canprovide theoretical support for future study. Secondly, the result, which givespedagogical information, can be used for Reference by teachers. They can resort to theresult in their practical teaching to enhance students’ writing proficiency. Besides thetheoretical and pedagogical support, the research can also provide students withmethodology in writing the composition. They can make use of the result to maketheir writing more professional.
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Chapter 2 Literature Review

2.1 Writing and Writing Theories
In this part, writing theories are introduced with the information of thedefinition of writing, the writing process, the rhetorical modes of writing and thedifferences in Chinese writing and English writing. Deng Zhiyong (2008) st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。