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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-07-18编辑:lgg点击率:3724
论文字数:38900论文编号:org201407171140292520语种:英语 English地区:中国价格:$ 66
摘要:Because of the importance of writing, the educational administration and experts takefurther requirement for writing skills in English curriculum criterion of the middle schoolEnglish course.
Chapter Four Results and Discussion
4. 1The Description of Frequency of Each Cohesive Device
To find the distribution of different categories of cohesive devises in students'argumentative compositions, a brief analysis will be introduced in this part. To make it clear, theanalysis will include the following items: frequency, the percentage, the mean of the each type ofcohesive devices and the total number of cohesive devices. Since the pilot study shows thatellipsis is rarely used in argumentative compositions,we will focus on the following four typesof cohesive devices: Reference, subjection, conjunction and lexical devices. According to the further statistics of reference,among all the words in pronominal reference,the three words we, our,and us are used most frequently in students' compositions, accounted for50% of pronominal reference words‘ For example,"we can finish our tasks efficiently and thenwe will have more time and energy.” There are some reasons for the high-frequency of the threewords. The first one is the given argumentative topic, which requires students to express theiropinions and then limits the content of the composition. Another one is the communicate habit ofChinese students. When communicate with each other in Chinese, students are used toexpressing sentences started with I or we to emphasize personal emotion. So in Englishcomposition, they seldom use second person or third person. The high-frequency of the threewords is a result of the negative transfer of mother tongue. In the category of demonstrativesreference, the word the appears most often, such as "but if we cannot choose the person wecooperate with,it is also a pleasure." Due to the topic, comparatives reference seldom appears. Ifthere are some things to be compared, comparatives reference may be used more often.
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Conclusion
This research mainly tries to find out what are the distribution of using cohesive devices incompositions of students in senior middle schools, the difference between high qualitycompositions and low quality compositions. The last objective is the relationship betweencohesive devices and quality of writing.The sample used in this research is 89 compositions written by students grade in theSenior Middle School Attached to Yangzhou University, With the help of the adviser during theinternship,Ms. Dai, an English teacher in that school, the author collected all these datasmoothly. An English major graduate in Jiang Su University helped the author with the taggingwork. After collecting 如d tagging, the author inputs these data into computer and analyzes it bySPSS 17.0. Since the result of pilot study shows that ellipsis almost never occurs in an argumentcomposition, this study only focuses on four cohesive devices: reference, substitution,conjunction and lexical devices.
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Reference (omitted)