大學(xué)本科高年級步入畢業(yè)論文階段，如何凝練總結(jié)論文各部分的內(nèi)容來形成上下文富有邏輯、緊密連貫、銜接流利的文章？分析以下兩篇學(xué)術(shù)論文摘要的主位、述位分布和主述位推進模式的情況。

The theme-rheme theory (T1) is a very significant part of the Systemic Functional Grammar, which mainly focus on the organization and transformation of information in the level of discourse (R1). Adopting the theme-rheme structure and the thematic progression patterns to the analysis of discourse (T2) would proclaim the discourse structures and the information transformation modes and so on (R2). The writing (T3) occupies a large part in the TEM4 test, which even decides whether students could pass through the test (R3). However, most students (T4) always just pay more attention to vocabularies, grammars and sentences of their compositions, and ignore the coherence and cohesion of a text (R4). They (T5) seldom consider whether the text is smooth and whether their opinions have been supported seasonally (R5). As we all know, the TEM4 writing (T6) not only exams students’ ability in grammar, but also pays attention to students’ comprehensive ability to English study (R6). Therefore, this paper (T7) will take five TEM4 grading writing samples of 2009 as examples, and apply Xu Shengheng’s (1982) thematic theory to writing samples (R7). According to analyzing the application of thematic progression patterns in writings (T8), compare and summarize different characters in different compositions (R8) . Besides, this article (T9) aims at teaching students to analyze the theme and rheme and the thematic patterns correctly, so as to help them learn to construct a text and make progress in their writings (R9).

（By Du Juan, a Chinese English senior student）

上文摘要的主位推進模式分析如下：

這篇摘要的主位框架如下：

The theme-rheme theory (T1)→Adopting the themerheme structure and the thematic progression patterns to the analysis of discourse (T2)→The writing (T3)→However, most students (T4)→They (T5)→As we all know, the TEM4 writing (T6)→Therefore, this paper (T7)→According to analyzing the application of thematic progression patterns in writings (T8)→Besides, this article (T9)

從以上框架明顯看出這篇摘要圍繞著三個主位“the theme-rheme theory”“the TEM4 writing”和“the paper”展開論述，研究了主位、述位理論用于TEM4作文寫作的可行性；在主位推進的模式上出現(xiàn)了3個平行型、2個延續(xù)型、2個交叉型主位推進模式、1個無模式型，總結(jié)了論文各部分的內(nèi)容。

繼上篇我國英語專業(yè)本科畢業(yè)生論文的主位、述位分析之后，再以在外文雜志的論文摘要為例，分析主位、述位分布情況。

The topic development in guided writing (T1) was analyzed in terms of theme and rheme based on teacher assessment (R1). 82 Japanese high school students, one native English teacher and one Japanese English teacher (T2) participated in the study (R2). Students (T3) were asked to write about 150 words on the guided writing topic and then both students and teachers assessed students’English composition using the same assessment sheet (R3). The result (T4) showed that the frequency of the progression of theme and rheme was not related to the scores (R4). Half of the students (T5) used all of the types of progression in their compositions (R5). Preferably the number of T-units (T6) was connected to the scores (R6). It (T7) was also observed that teaching the progression of theme and rheme could be helpful for students to develop a topic and learn how to make their written production coherent (R7).

這篇摘要的主位框架如下：

The topic development in guided writing (T1)→82 Japanese high school students, one native English teacher and one Japanese English teacher (T2)→Students (T3)→The result (T4)→Half of the students (T5)→Preferably the number of T-units (T6)→It (T7)

主位推進模式如下：

這篇摘要的主位包含了論文研究的問題、研究對象到研究結(jié)果，還出現(xiàn)了it引導(dǎo)的形式主語。盡管只有短短7句，卻出現(xiàn)了述位延續(xù)型、派生型（T4＝T5＝T7）、平行型和交叉型四種主位、述位推進模式，句式多變靈活。

【注釋】

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[9]馬賀丹 . 主位推進理論在大學(xué)英語寫作教學(xué)中的實證研究[J].通化師范學(xué)院學(xué)報：人文社會科學(xué)，2014，1：139-142.

[10]劉晨誕 . 教學(xué)篇章語言學(xué)[M]. 上海：上海外語教育出版社，1999：65.

[11]同上，65.

[12]劉晨誕 . 教學(xué)篇章語言學(xué)[M]. 上海：上海外語教育出版社，1999：66.