Ó¢ÓïÂÛ˵ÎÄд×÷ÖеÄÌå²Ã½ÌѧÑо¿

CHAPTER 1 INTRODUCTION
1.1 Background of the Study
1.2 Rationale
1.3 Research Questions
1.4 Research Objectives
1.5 Theoretical Framework
1.6 Conceptual Framework
1.7 Scope of the Study
1.8 Definitions of Terms
1.9 Significance of the Study
CHAPTER 2 REVIEW OF RELATED LITERATURE
2.1 Related Theories
2.1.1 Systemic Functional Linguistics
2.1.2 Clause
2.1.3 The Metafunctions of SFL
2.1.4 Genre Theory
2.1.5 The Genre of Persuasion and SFL
2.1.6 Development of Writing Teaching Approach
2.1.7 Vygotsky's Sociocultural Theory
2.1.8 Collaborative Writing
2.2 Review of Related Studies
2.2.1 Related Studies on Genre-Based Approach of Writing
2.2.2 Related Studies on Collaborative Writing
2.2.3 Related Studies on Persuasion
2.2.4 Summary of the Previous Studies
CHAPTER 3 RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population
3.3 Sample
3.4 Research Instrument
3.4.1 Lesson Plans
3.4.2 Persuasion Textual Feature Analysis Template
3.4.3 Questionnaire
3.4.4 Interview
3.5 Validity and Reliability
3.6 Collection of Data
3.6.1 Qualitative Data Collection
3.6.2 Quantitative Data Collection
3.7 Data Analysis
3.7.1 Qualitative Data Analysis
3.7.2 Quantitative Data Analysis
3.8 Pilot Study
3.8.1 The Implementation of the Pilot Study
3.8.2 Analysis of Group Written Work in the Pilot Study
3.8.3 Results of the Pilot Study and Adaption
3.9 Summary of the Research Process
CHAPTER 4 THE TEACHING EFFECTS ON GROUP WRITINGS 111
4.1 Each Group's Writing Ability Development 113
4.1.1 Linguistic Analysis of Three Iterations of Group 1
4.1.2 Generic Structure Analysis of Three Iterations of Group 1
4.1.3 Language Feature Analysis of Three Iterations of Group 1
4.1.4 Linguistic Analysis of Three Iterations of Group 2
4.1.5 Generic Structure Analysis of Three Iterations of Group 2
4.1.6 Language Feature Analysis of Three Iterations of Group 2
4.1.7 Linguistic Analysis of Three Iterations of Group 3
4.1.8 Generic Structure Analysis of Three Iterations of Group 3
4.1.9 Language Feature Analysis of Three Iterations of Group 3
4.1.10 Linguistic Analysis of Three Iterations of Group 4
4.1.11 Generic Structure Analysis of Three Iterations of Group 4
4.1.12 Language Feature Analysis of Three Iterations of Group 4
4.1.13 Linguistic Analysis of Three Iterations of Group 5
4.1.14 Generic Structure Analysis of Three Iterations of Group 5
4.1.15 Language Feature Analysis of Three Iterations of Group 5
4.1.16 Linguistic Analysis of Three Iterations of Group 6
4.1.17 Generic Structure Analysis of Three Iterations of Group 6
4.1.18 Language Feature Analysis of Three Iterations of Group 6
4.2 Generic Structure Changes in Each Iteration
4.2.1 Six Groups' Performance on Generic Structure in the First Iteration
4.2.2 Six Groups' Performance on Generic Structure in the Second Iteration
4.2.3 Six Groups' Performance on Generic Structure in the Third Iteration
4.3 Language Feature Changes in Each Iteration
4.3.1 Six Groups' Performance on Language Features in the First Iteration
4.3.2 Six Groups' Performance on Language Features in the Second Iteration
4.3.3 Six Groups' Performance on Language Features in the Third Iteration
4.4 Summary
CHAPTER 5 THE TEACHING EFFECTS ON INDIVIDUAL WRITINGS
5.1 The Analysis Principles for Individual Writings
5.2 Results of Pre-Test
5.2.1 The Results of Generic Structure Analysis of Pre-Test
5.2.2 The Results of Language Features Analysis in the Pre-Test
5.3 Results of Post-Test
5.3.1 The Results of Generic Structure Analysis of Post-Test
5.3.2 The Results of Language Features Analysis of Post-Test
5.4 Comparison Between Pre- and Post