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Chapter 1 Introduction

1.1 Research background
English study is all the time put more important position as the compulsory course toour Chinese students from elementary school to college. For students who have beentrained by general English knowledge study for years, among the four skills of listening,speaking, reading and writing, writing is relatively the weakest subject. In fact, so manystudents’ writing competence is rather poor. “ It is common that quite a few students havelearned English for years even passed band 4& 6, still feel difficult in writing decent,idiomatic sentences or a short essays with smooth sentences”(Sun,2001: 176 ). Therefore,how to teach writing and help students improve writing competence is tough task forteachers. Many experts have explored a lot of methodologies from fields of writing.Recent years, English writing teaching has been stressed from three areas: culturedifference and rhetoric pReference, textual interaction and the sense of audience, textual ordiscourse competence and the constitutive principles of communication. Writing, as amatter of fact, is a process of producing effective communicative text. Hoey (2001: 11)makes an explanation and definition to a text: a text is defined as an interaction that writerand readers make with sound control and intention and as a language is controlled andproduced by writers. A text is an interactive location where a writer controls betweenwriters and readers. He (2001:43) compares readers and writers to dancers followingdancing steps. If a writer makes an effort to predict the anticipation of readers, it is likelythat readers have to guess correctly how a text would be developed. In this sense, a writerand readers , as a matter of fact, work on language action, specially, a communicative andsocial interaction where a text is viewed as a media of interaction that displays both aprocess of interaction and a result of interaction. An interactive communicative behaviorbetween a writer and readers always seeks for identification with readers about a certaintopic. A writer has to consider potential readers and reader’s anticipation to textual rhetoricmodel.
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1.2 Research purpose and significance
In English teaching, though writing theory that stresses functional writing has beenintroduced, lots of teachers’ teaching still remains the level of use of words, sentences andanalysis of textual structure. The teaching method of putting writing techniques andcontent of writing on weight results in neglecting the other end of writing---receiver,readers. Therefore, current writing teaching is not satisfactory. Moreover, some studentshave been conscious to use connectives to make writing coherent with the knowledge ofcoherence taught in middle school in order to pass National Entrance Test, but they usethem excessively or in improper way (Xu, 2001). Parts of students regard use ofconnectives as only one means of coherence. In fact, whether teachers’ outdated teachingmethods in writing or students’ misleading in coherence fail to facilitate students toproduct articles with understandable content ,smooth and compact structure.
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Chapter 2 Literature Review

2.1 Definition and functions of metadisocurse
Since this term metadiscourse was invented by Zelli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。