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.Discourse coherencerefers to the internal logical relationship between sentences and paragraphs,which isnot only realized by means of linguistic cohesion,but also demonstrated by thenatural transition of meaning(Wen,2013).

CHAPTER THREE RESEARCH DESIGN..............................26

3.1 Research Questions..................................26

3.2 Research Participants........................26

3.3 Research Instruments..................................27

CHAPTER FOUR RESULTS AND DISCUSSION..........................39

4.1 Effects on Students’Writing Performance..........................39

4.1.1 Results of Students’Writing Scores in Pre-test,Middle-test and Post-test...............39

4.1.2 Results of Students’Writing Scores on Content,Language and Structure..............41

CHAPTER FIVE CONCLUSION............................60

5.1 Major Findings...................................60

5.2 Pedagogical Implications.............................62

5.3 Limitations and Suggestions.........................64

CHAPTER FOUR RESULTS AND DISCUSSION

4.1 Effects on Students’Writing Performance

4.1.1 Results of Students’Writing Scores in Pre-test,Middle-test and Post-test

In order to clearly see the change of the general writing performance of learners,all the compositions of tests were scored on the holistic rubric.Then the scores of thepre-test,middle-test and post-test of two classes were analyzed with SPSS 26.0 andthe results were presented as bellow.

As presented in Table 4-1,in the pre-test,the mean scores of writing in EC andCC are 9.65 and 9.05 respectively,which are quite close.The mean score of EC isslightly higher than that of CC.In addition,according to the results of independentsample T-test shown in Table 4-2,the equal variances are assumed and the Sig.(2-tailed)turns to be 0.395(﹥0.05),which indicates that there was no significantdifference in the English writing level of the two classes.

CHAPTER FIVE CONCLUSION

5.1 Major Findings

(1)The application of clause relation analysis in English writing teaching iseffective in improving the writing ability of junior middle school students,especiallyon the structure of writing.

Firstly,by analyzing the writing scores of the two classes in the three tests,therewas no significant difference in the writing scores of the two classes in pre-test.Butafter nearly three months of clause relation analysis teaching in the experimental class,the gap between the two classes has widened in middle-test and post-test.Students’overall writing scores in EC are significantly higher than that in CC in these two tests.It can be concluded that clause relation analysis teaching has a positive effect onimproving students’writing ability.

Secondly,by comparing the mean scores of content,language and structure inthe three tests of the experimental class,the mean scores of three dimensions all showan upward trend.The mean scores for content,language and structure have increasedby 0.55,0.39 and 0.9 respectively.The rising range of the mean scores in structure ist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。