A Study On Senior High School Students’Summary-Writing Ability

Summary-writing,as a new type of writing,has long troubled students.It is a compound task that combines reading and writing together,requiring students to interpret the discourse correctly,obtain key information quickly,and sort out the logic and structure clearly,which is a difficult task for high school teachers and students.From the observation,it is found that most high school students have no idea concerning with how to start such a task,and they cannot get high scores.Under this circumstance,it is significant to find out an effective way to improve students’writing.Cohesion,as a semantic concept,effectively connects one element to another one of language in the discourse.Many scholars believe that Discourse Cohesion Theory has an important instruction to improve students’writing;however,in recent years,there are few researches on the application of Discourse Cohesion Theory in summary-writing.Therefore,it’s of significant importance to study summary-writing from the perspective of Discourse Cohesion Theory.This thesis mainly deals with the following three questions:（1）Can Discourse Cohesion Theory be applied to develop summary-writing?（2）How can Discourse Cohesion Theory be applied to develop summary-writing?（3）In what ways does Discourse Cohesion Theory affect senior high school students’summary-writing?In order to explore these aspects,in this thesis are mainly adopted the methods of questionnaire,interview,and experimentation.First of all,pre-questionnaires,pre-interviews,and pre-tests are used to investigate the current situation of students’writing,and then a three-month experiment is carried out.During the experiment,96students from Fuzhou 40^th Middle School are chosen as the experimental objects,divided into the experimental class and the control class,and the teacher employs Discourse Cohesion Theory in the experimental class and the traditional method in the control class.At the end of the experiment,the students are examined through the post-test.In the meanwhile,another questionnaire and interview are carried out in order to inspect the effects of the experiment.Finally,the collected data is analyzed by means of SPSS 25.0.In response to the three questions raised above,the first half of this thesis introduces the features of summary-writing,the application of Discourse Cohesion Theory in writing,and the relations of Discourse Cohesion Theory and summary-writing.The latter part mainly focuses on the teaching experiment based on Discourse Cohesion Theory as well as the analysis of experimental results,to explore the application and validities of Discourse Cohesion Theory in summary-writing.From the result analysis,it is concluded that developing summary-writing with the help of Discourse Cohesion Theory is effective,and the effectiveness present itself in students’attitudes and abilities.