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rhetoric function of metaphor for many times. Since that time,metaphor was referred to as novel instances of poetic language. It was seen to be amatter of language, but not thought. Aristotle(1954) thought metaphor was a kind oflanguage means which used one word to replace another and those two words wereused to express the same meaning and taken as a kind of comparison relation. So hetook metaphors as an implicit comparison between a metaphoric representation and aliteral paraphrase which based on underlying analogy or similarity between two ormore objects. Here is a sentence as an example. JOHN IS A LION. The lion’sbehavior is brave or fierce, so John’s behavior can be inferred. On the other side, theessence of metaphor and simile is consistent and the main function of metaphor isrhetorical. Aristotle (1954) even thought the man who was good at using metaphorwas a genius and he said the greatest thing by far is to be a master of metaphor.Although comparison theory might hold that language had a lofty and dignifiedquality, metaphor was restricted in the level of words. In fact, the metaphors not onlyexist in the literal words, it also appears at the level of sentences and discourses in theform of different kinds of words.
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2.2 Writing and Writing Proficiency
As it is known to all, among the five kinds of language skills, writing is taken as akind of productive skill, which is similar to speaking to some extent. But writing isstill different from speaking because writing is not a natural activity. Compared withspeaking, writing needs more individual efforts and it is more rule-bound at the sametime. Writing is always taken as the most difficult course in foreign langue learning.Writing is not writing something down on the paper but it is an activity which refersto the thought expressed by the language. Writing refers to the thinking processwhich is quite complex. It is also pointed out that writing can be taken as thecommunication between writer and reader. Although writing is such an importantskill for language learners, the history of it is quite short. Here will present two mainapproaches to foreign language writing. One is product approach and the other isprocess approach.
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Chapter 3 Methodology......28
3.1 Research Questions....28
3.2 Subjects ....29
3.3 Instruments.....29
3.3.1 Metaphoric Competence Test.........30
3.3.2 TEM8 Writing Test ......32
3.4 Data Collection and Analysis.......33
Chapter 4 Results and Discussion .........36
4.1 Results.....36
4.2 Discussion ......46
Chapter 5 Conclusion .....59
5.1 Major Findings.....59
5.2 Pedagogical Implications ........61
5.3 Limitations of the Study....64
5.4 Suggestions for Further Researches....65

Chapter 4 Results and Discussion

4.1 Results
As it was mentioned in the former chapter, the writing test is used to measure thesubjects’ writing proficiency. Firstly, the tests of the subjects were scored by threeauthoritative teachers from Shenyang Normal University. They scored thesecompositions according to TEM8 grade score description which is generally includingfive scales. The researcher got the average scores as the students’ final scores. Meanwhile, there was a Kendall’s W Test. Table 4.1 and Table 4.2 a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。