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br /> Chapter Three Theoretical Basis: Event-based Construal Model...253.1 Introduction....25
3.2 Construal Theory....25
3.3 Event-based Construal in the Process of Writing......27
3.4 Four Maxims in EBC Model...........33
3.5 EBC-based Teaching Procedure........39
3.6 Summary...........49
Chapter Four Methodology..........50
4.1 Research Questions....50
4.2 Research Design.....50
4.3 Method..........51
4.3.1 Subjects.......51
Chapter Five Results and Discussion....54
5.1 Results.........54
5.2 Analysis and Discussion....55
5.3 Summary........70

Chapter Five Results and Discussion

5.1 Results
In Chapter Four, the author has introduced the procedures of this empirical study.First, 30 language majors from first or second year volunteer to be the subjects, andthey will be given a topic from CET-6 for composition writing as the pre-test. Afterthree months’ teaching on the basis of EBC Model, the students will write the secondversion of the same topic for the pre-test as the post-test. The same standards will beused to score students’ compositions. After the collection of the data, SPSS will beused to analyze the data for further study.The total score for the writing test is 100, and the following are the standards forthe scoring students’compositions:
1) If the content firmly sticks to the theme on the topic, with the structure wellorganized, ideas clear and full, discourse coherent, grammar less erroneous, anddiction and syntactic structure rich and correct, at least 80 scores will be given to thecomposition;
2) If the content hardly sticks to the theme with unclear and incomplete ideas,incoherent organizations on the whole, and erroneous in grammar, monotonous inboth diction and sentence structures, the compositions will be evaluated as the worstones with less than 65 scores.

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Conclusion

The thesis focuses on the study on the teaching of college English writing underthe framework of EBC Model. In light of the inadequacies and insufficiency ofprevious studies, this thesis has conducted an empirical study on college Englishwriting under the EBC Model on the background of CL so as to testify whether EBCModel has effects on college English writing. Through the study, the thesis reachesseveral findings:The first major finding is that the teaching of college English writing based onEBC Model can cultivate students’ competence in diversification of the choice ofvocabulary and syntactic patterns. Students no longer stick to one type of speech ofwords and one form of sentence structure, but have the awareness to change them toavoid the text monotony.The second major finding is that EBC Model makes a great contribution to theefficient topic analysis and the coherence of discourse in writing. By analyzing topicmore efficiently, students can obtain the thesis statement and its arguments more fullyand comprehensively within one event domain. From the level of discourse,transitional words are important devices for coherence of discourse, but not theessential one. The determinant factor is the meaning smoothness and fluency. EBCModel functions in the obtaining of smooth and fluent meaning expression.
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References (omitted)

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