Introduction Statement of the Problem Rationale for the Study Purpose of the Study Significance of the Study Key Concepts Defined Organisation of the Book Chapter One Literature Review 1.1 Context and the Language of Literacy 1.1.1 Literacy as a Process of Enculturation 1.1.2 Text-Context Relationship 1.1.3 The Language of Literacy 1.2 Different Approaches to the Assessment of Writing 1.2.1 Assessment of Writing by Measuring Syntactic Complexity 1.2.2 Writing Assessment by Measuring Cohesion and Coherence Chapter Two Theoretical Framework 2.1 Genre Analysis 2.1.1 Hasan‘s Generic Potential Structure 2.1.2 Ventola’s Flowchart 2.1.3 Martin‘s Model 2.1.4 Swales’s CARS Model 2.1.5 The Reasons Why Swales‘s Model Is Preferred in This Study 2.2 Thematic Progression Theory 2.3 Theme-based Genre Analysis Framework. A Combinatorial Model Chapter Three Methodology 3.1 Research Questions 3.2 Data Resources of This Study 3.3 Coding Unit and Data Coding 3.3.1 The Coding Unit and the Definition of Move and Step 3.3.2 The Establishment of the CAAS Model 3.3.3 The Coding of Themes 3.3.4 Coding Procedures Chapter Four The Study of Schematic Structure and Its Role in Building Global Coherence 4.1 The Schematic Structure in Exemplars 4.2 The Study of Schematic Structure in EFL Learners’\ Texts 4.3 Discussion 4.3.1 Similarities and Differences in the Use of Moves 4.3.2 Similarities and Differences in the Use of Steps within Moves 4.3.3 Reasons Chapter Five The Study of Themes and Their Roles in Building Coherence 5.1 The Roles of Themes in Building Local Coherence 5.1.1 Thematic Progression Patterns 5.1.2 Topical Themes with More Than Two Elements 5.1.3 Nominalisation in Thematic Position 5.2 The Roles of Themes in Construing Global Coherence 5.2.1 Topical Themes 5.2.2 Interpersonal Themes 5.2.3 Textual Themes Chapter Six Implications of the Study 6.1 Implications for EFL Writing Research 6.2 Implications for EFL Curriculum Construction and Pedagogy 6.2.1 Cultivation of Genre Awareness through Explicit Instruction 6.2.2 Cultivation of the Awareness of Text-context Relationship 6.2.3 The Teaching of Theme Choices and Thematic Progression in Genre-based Curriculum Conclusion Summary of Major Findings Contributions of the Study Limitations of the Study and Suggestions for Further Research Final Thoughts References 后記
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