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
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