1Kintsch, W. The Representation of Meaning in Memory [ M ]. New Jersey: Lawrence Erlbaum Associates, 1974.
2Rumelhart, D. E. Notes on a schema for stories [ A ]. In Representation and Understanding in Reading : Studies in Cognitive Science [ C ]. Daniel Bobrow and Allan Collins. Eds. New Jersey: Lawrence Erlbaum Associates, 1975. 211 - 236.
3Gordon, C. J. The effects of instruction in metacomprehension and inferecing on children's comprehension abili- ties [ D ]. Phi. D. Dissertation, University of Minnesota, 1980.
4Mayer, Bonnie J. F. What is remembrance from prose: a function of passage structure [ A]. In Discourse Produc- tion and Comprehension [ C ] . Royo Freedle. Ed. Nor- wood, New Jersey: Ablex Publishing Corporation, 1977. 307 - 336.
5Bartlett, B. J. Top- level structure as an organizational strategy for recall of classroom text [ D ]. Phi. D. Disser- tation: Arizona State University, 1978.
6Kress, G. Learning to Write [ M ]. London: Routledge and Kegan Paul, 1982.
7Martin, J. R. Language, register, and genre [A]. In F. Christie (ed.) . Language Studies: Children's Writing, Reader [ C ]. Victoria: Deakin University Press, 1984.
8Hyon S. Genre in three traditions: Implication for ESL [J].TESOL Quarterly , 1996, 50(3) : 237-243.
9Chaudron, C. & J. Richards. The effect of discourse markers on the comprehension of lectures [ J ]. Applied Linguistics,1986,7(2) : 113 127.
10Tauroza, S. & D. Allison. Expectation -driven under- standing in information systems lecture comprehension [ A ]. In J. Flowerdew ( ed. ) . Academic Listening [ C ]. Cambridge : Cambridge University Press, 1994.35 - 54.