THE COHESIVE KNOWLEDGE AND ENGLISH WRITING QUALITY OF COLLEGE STUDENTS

This paper investigates the correlation between cohesive knowledge and the quality of English writing of college students, and the difference between higher group and lower group concerning their cohesive knowledge. It also analyzes the subjects' errors in using cohesive devices related to their scores of English writing. The final results suggest that the use of cohesive knowledge has a significant relationship with the quality of students' writing and students who have more cohesive knowledge can write better than students who have less. It concludes that ambiguity in reference, the overuse and misuse of conjunctions, and the restricted use of lexical cohesion are common errors in students writing, and that further attention should be focused on how to teach the use of lexical cohesion and conjunction devices aso as to improve students' writing ability.

The Justification of Teacher-guided Error Correction of Chinese College Students' English Writing

本文通过为期12周的实证研究旨在突出自主学习环境下教师主导作用在中国大学生英语作文纠错处理方面的发挥。通过实验组与控制组,实验前与实验后的对比分析,研究显示尽管实验前两组学生在作文自我修改能力及整体作文质量方面均无显著差异,行文准确度即流利度方面,控制组甚至强于实验组,经过12周的纠错处理,实验组学生在自我改错能力,文章表达准确度及作文整体质量方面明显优于控制组。在行文流利程度方面两组无明显差异,但两组在实验后作文流利程度均有显著提高。该研究丰富了已有的纠错研究并倡导自主学习环境下教师主导进行学生作文纠错处理。