《英语议论文连贯性分析：基于主位发展理论与体裁理论的实证研究》旨在用体裁理论和主位发展理论分析英语本族语者和二语学习者语篇连贯性的异同，进而帮助二语学习者写出被特定学术社团认可的连贯的语篇。作者提出，教师重视语境对语篇的制约性、语篇的纲要式结构和主位的体裁建构性作用，有助于提高英语写作教学的水平，同时也有助于提高二语学习者作文的连贯性和地道性。

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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