主位推进模式与大学生英语议论文写作的连贯性 

Thematic Progression Patterns and Coherence of Argumentative Writings of University Students

摘要

本文基于主位理论，旨在探析主位推进如何影响大学生议论文写作的连贯性。实证研究以重庆大学大三学生的十篇议论文写作为语料，分别从宏观和微观层面分析了前者写作中的主位推进。

研究得出了以下结论：在宏观层面，主位同一型和派生型在连贯的写作中最为常用。在这两种主位推进模式下，段落主位通过从不同角度分析宏观主位或对宏观主位的几个下义概念进行分析实现论证。宏观主位因而能预测段落主位并与其建立语义连接，从而实现篇章宏观上的连贯。该层面有关连贯的问题涉及宏观主位语义模糊，缺失段落主位等。在微观层面上，主位同一型，延续型和派生型主位推进模式使用最为频繁。以上任意模式下，段落主位同余下段落中句子的主位或述位形成语义连接，继而呈现连贯的论证。该层面有关连贯的问题涉及两个句子的主述位重复，主述位均为新信息或相邻句子主述位不相关。这些问题会中断行文逻辑，但能够通过写作学习和教学得以规避。

研究结果揭示了宏观与微观层面主位推进模式对连贯的促进作用以及其促进连贯的方式，本文因而推测主位推进模式可用于构思、写作以及修改阶段的学习和教学从而改善写作连贯性，给英语写作的教学和学习带来裨益。

关键词：连贯，主位，述位，主位推进，议论文写作

Abstract
This thesis, with theories of thematic progression as its foundation, seeks to address the problem of how thematic progression relates to coherence of argumentative writings of university students. In exploring this problem, this research draws upon ten pieces of argumentative writings of juniors of Chongqing University and analyzed them at macro- and micro-level respectively.
Upon examination of these writings, the following results become clear. At macro-level, the constant theme pattern and the derived theme pattern are most frequently utilized in coherent text. Under such patterns, hyper-theme serves to develop the macro-theme either by analyzing it from various aspects or splitting a notion in it into several sub-points that will be detailed. A thesis statement therefore could indicate sub-points through semantic connection, which promotes coherence. Problems at this level concern vagueness of macro-themes, absence of hyper-themes etc. At micro-level, the constant theme pattern, the simple linear pattern and the derived pattern are the most common patterns applied. Under any of these patterns, themes of subsequent sentences relate to the hyper-theme semantically, which facilitates coherence. Problems at this level concern repetition of both theme and rheme, new information in both of them and themes irrelevant to adjacent sentences.
As these problems distract the reader and discredit the writer, they should be prevented through writing teaching and learning. Results and implications of the present research indicate that thematic progression theories could be applied in pre-writing, writing and revision step of argumentative writings to facilitate coherence. This is beneficial to English writing and teaching as it provides an approachable tool for students to achieve coherence in writing and for teachers to evaluate coherence of students’ writings.
Key words: coherence, theme, rheme, thematic progression pattern, writing