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eech which is forinstance illustrated by the following definition; “Discourse: a continuous stretch of(especially spoken) language larger than a sentence, often constituting a coherent unitsuch as a sermon, argument, joke, or narrative" (Crystal 1992:25). On the otherhand Dakowska, being aware of differences between kinds of discourses, indicates theunity of communicative intentions as a vital element. Consequently she suggestsusing terms 'text' and 'discourse' almost interchangeably betokening the former refersto the linguistic product，while the latter implies the entire dynamics of the process(see Dakowska 2001:81). According to Cook (1990:7), novels as well as shortconversations or groans might be equally rightfully named discourses.

Chapter 3 Analysis and Discussion on Sample Writings................. 43-63
    3.1 Introduction................ 43
    3.2 Analysis on sample writings of CET-4 ................43-63
        3.2.1 An analysis of thematic choices................ 43-55
        3.2.2 An analysis of Thematic Progression Patterns................ 55-62
        3.2.3 Summary ................62-63
Chapter 4 Application of Theme and Thematic Progression Patterns ................ 63-72
    4.1 Introduction................ 63
    4.2 Application of the theories in writing teaching practice................ 63-65
        4.2.1 The introduction of Theme and Thematic Progression................ 63-64
        4.2.2 Avoiding explaining all expressions and definitions................ 64-65
        4.2.3 Combining theory with genre teaching................ 65
        4.2.4 Noticing cohesion and coherence in applying the theories ................65
    4.3 Realization of cohesion and coherence with the help ................65-69
    4.4 Genre teaching with the help of thematic choices ................ 69-71
        4.4.1 Ways to implement the genre approach ................70
        4.4.2 A specific genre teaching model................ 70-71
    4.5 Summary ................71-72
Chapter 5 Conclusion ................72-75
    5.1 Major findings................ 72
    5.2 Pedagogical implications................ 72-73
5.3 Limitations and suggestions for further study................ 73-74

Conclusion

This chapter is without doubt the key part for this thesis. It iss not only aconclusive part for the previous discussion and analysis, but the realization of purposefor writing this. It starts from the introduction of Theme and TP Patterns, aiming tofind better ways to help students use theories in their writing practice. Besides, theapplication of Theme and TP Patterns can realize cohesion and coherence in adiscourse. So how to guide students to finish writing cohesive and coherent articleswith the help of those theories was shown in the second part of this chapter.
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