An Empirical Study Of English Summary Writing Teaching Model Of Senior High School Based On Cohesion And Coherence Theory

English writing,especially in the period of senior high school,has always been viewed as one of the most important skills in English learning.For senior high school students,English writing has played more important roles in recent years since the new reform of National Higher Education Entrance Examination.The proportion of writing scores in college entrance examination English has increased.However,senior high school students are facing a challenge in the new reform for the reason that they find it difficult to comprehend the reading material and continue with it.The problems cause the students to lose confidence in English writing.It is of great significance to improve senior high school students’ English writing competence and cultivate their writing thinking ability.To solve the problem,this study attempts to perform English Summary Writing Teaching Model in class based on Cohesion and Coherence Theory.The study aims to give answers to the following two questions.(1)What is the effect of English Summary Writing Teaching Model on senior high school students’ English writing ability based on Cohesion and Coherence Theory?(2)What is the influence of English Summary Writing Teaching Model on senior high school students’ writing thinking ability based on Cohesion and Coherence Theory?During the 14-week teaching experiment,the researcher chose 72 senior high school students as research subjects,who came from two parallel classes in the same senior high school.One is experimental class in which English Summary Writing Teaching Model was applied,while the other one is controlled class in which traditional writing teaching model was adopted by the researcher.Several research instruments were employed such as pre-test,post-test,pre-questionnaire,post-questionnaire and interview.Software SPSS17.0 was adopted to analyze the collected data.The results of the study illustrates that English Summary Writing Teaching Model is both feasible and effective to improve English writing competence of senior high school students and to cultivate their writing thinking ability.According to the results of tests,the students in experimental class have more noticeable improvements in English writing than those in control class.Meanwhile,the students in experimental class show more confidence and know more relevant knowledge in English writing according to the results of questionnaires.Generally speaking,the new teaching model can not only enhance senior high school students’ writing competence but can cultivate their writing thinking ability in English as well.In addition,the study provides senior high school English teachers with pedagogical implications and suggestions in English writing teaching.