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ing. However, Halliday’s theory of interpersonal meaning has longbeen considered as the most influential and comprehensive one that can define theinterpersonal meaning and Martin further develops it. Many Chinese scholars attemptto utilize Halliday’ model to study interpersonal meaning and they also make greatcontribution to enlarging the scope of the theory. Along with the discussion of theapplication of the interpersonal meaning, it is obvious that most scholars devotethemselves to the study of interpersonal meaning in discourse analysis and apply thetheory to instruct EFL teaching.
　　
　　1.2 Genre Study
　　The word “genre” comes from the French (and originally Latin) word for “kind”or “class”. The study of genre has a long history that can be traced back to Aristotlewho had presented literary texts into “kinds” of poetry, novel and drama. The notionmarkers and logical cohesion (3) thinking methods, cultural comparison, erroranalysis, pragmatic analysis, judgment criteria (4) pedagogical application inargumentation (5) corpus-based methods: chunks, indicators, interrogatives,meta-discourse, developing mode, grammatical metaphor and cohesion. Among ofthese, corpus-based linguistic method has made great contribution, especiallyargumentative writings in Spoken and Written English Corpus of Chinese Learners(SWECCL) (Wang Lifei & Weng Qiufang, 2007).In the work of Systemic Functional linguistics, there are 22 papers which havefocused on argumentation from three aspects in accordance with different targets: (1)cohesive devices (An Na, 2008; Huang Lujuan, 2007) (2) Theme-Rheme structure(Wang Qing,2007; Zhang Jigang, 2007) (3) textural features (macro structure, microTheme-Rheme, cohesion) (Li Cun, 2008).In accordance with what has been done in the particular genre---argumentation, itcan be concluded that students’ written argumentative texts are emphasized mostly byresearchers both at home and broad; while argumentation from college English coursebooks are seldom studied in this area. Therefore it is necessary to have an overview ofcollege English course books to explore what is going to be studied in argumentationof college English course books from the perspective of systemic functional grammar.
　　
　　1.3 Researches on College English Course books
　　Researchers and scholars have studied college English course books fromdifferent perspectives.Course book evaluation in China started from the 1990s by means of introducingthe foreign theories. Hutchinson and Waters’ checklist of course book evaluation werefirstly introduced into China by Qian Yuan in 1995. From then on, introducing foreigntheories of textbook evaluation has become a major development trend in China, suchas Zhang Xuemei (quoted from Lv Jianfeng, 2009).Some scholars put the originalideas to the studies of textbook evaluation, including Zhou Xuelin, Qiao Ailing, LiuDaoyi and so on (quoted from Lv Jianfeng, 2009). In addition, some books ontheories of textbook evaluation and their application have been published, such asEnglish is a set of EFL materials, developed for non-English majors in the universitiesin China. The study of College Experiencing English has been gained much attentionin the field of EFL teaching. These researches involve materials evaluation,comparison of Chinese and western cultures, pedagogical theory, teaching methodsand strategies and discourse analysis. This thesis adopts Halliday’s theory ofinterpersonal meaning an