陳靜著的這本《基於悉尼學派語類讀寫法的中國
學術英語寫作教學研究》將悉尼學派語類讀寫法
（Sydney School genre-based approach）引入我
國大學英語課堂進行教學實踐和研究，獲得了有意義
的數據和研究發現，從多維角度驗證了該教學法在提
高非英語專業大學新生學術英語寫作能力方面的實際
促學力，並為我國高等英語教育和學科雙語教學提供
了一條新的課堂教學路徑。

List of Tables
List of Figures
List of Charts
Abbreviations
Chapter 1 Introduction
1.1 Background to the study
1.2 Why Sydney School genre-based approach?
1.3 Aims and objectives
1.4 Data collection and methodology
1.5 Structure of the book
Chapter 2 Literature Review
2.1 Introduction
2.2 Genre Studies in relation to language education
2.2.1 New Rhetoric
2.2.2 ESP
2.2.3 Australian (Systemic) Educational Linguistics
2.3 Sydney School genre-based pedagogy
2.4 Current writing research and EAP context in China
2.4.1 General situation of writing research and EAP education
2.4.2 A survey reviewed
2.5 Summary and conclusion
Chapter 3 Genre-based Model of Language
3.1 Introduction
3.2 Fundamentals in SFL
3.2.1 System and structure
3.2.2 Metafunctions
3.2.3 Stratification
3.2.4 Lexicogrammar
3.3 Sydney School genre-based model of language
3.3.1 Genre: context of culture
3.3.1.1 Genre:a semiotic stratum beyond register
3.3.l.2 Genre-based language model
3.3.1.3 Working definition and structure of genre
3.3.1.4 Genre system in relation to school education
3.3.2 Register: context of situation
3.4 Discourse semantic system: analysis tools
3.4.1 Appraisal system
3.4.2 Ideation system
3.4.3 Conjunction system
3.4.4 Identification system
3.4.5 Periodicity system
3.4.6 Negotiation system
3.5 Summary
Chapter 4 Research Methods
4.1 Introduction
4.2 Action-research approach
4.3 Scaffolding Academic Literacy pedagogy
4.3.1 Scaffolding interaction cycle
4.3.2 Steps of Scaffolding Academic Literacy
4.3.2.1 Preparing for Reading
4.3.2.2 Preparing for Writing
4.4 Experimental design
4.4.1 Argument genres in the study
4.4.2 Subjects
4.4.3 Procedure
4.4.4 Classroom teaching design
4.4.5 Assessment criteria
4.4.6 Raters
4.4.7 Data analysis
4.5 Rose et al.'s (2008) empirical study
4.6 Summary
Chapter 5 Preliminary EAP Writing Proficiency of Chinese Tertiary EFL Freshmen
5.1 Introduction
5.2 Recapitulating the assessment scheme
5.3 Preliminary EAP writing proficiency
5.4 Preliminary EAP writing proficiency across English levels
5.4.1 At high level range
5.4.2 At medium level range
5.4.3 At low level range
5.5 Discussion
5.6 Summary
Chapter 6 Efficacy of Sydney School Genre-based Approach to EAP Writing in Chinese EFL Classrooms
6.1 Introduction
6.2 Preliminaries: initial proficiency differences?
6.2.1 Comparative analysis of exposition
6.2.2 Comparative analysis of discussion
6.3 Within-group efficacy of SSGBA
6.3.1 Efficacy of SSGBA manifested in exposition
6.3.1.1 At whole group range
6.3.1.2 At high level range
6.3.1.3 At medium level range
6.3.1.4 At low level range
6.3.2 Efficacy of SSGBA manifested in discussion
6.3.2.1 At whole group range
6.3.2.2 At high level range
6.3.2.3 At medium level range
6.3.2.4 At low level range
6.3.3 Within-group efficacy of TEP
6.3.3.1 Efficacy manifested in exposition
6.3.3.2 Efficacy manifested in discussion
6.4 Efficacy of SSGBA in relation to TEP
6.4.1 Relative efficacy of SSGBA in exposition
6.4.1.1 At whole group range
6.4.1.2 At high level range
6.4.1.3 At medium level range
6.4.1.4 At low level range
6.4.2 Relative efficacy of SSGBA in discussion
6.4.2.1 At whole group range
6.4.2.2 At high level range
6.4.2.3 At medium level range
6.4.2.4 At low level range
6.5 Between-genre efficacy of SSGBA
6.6 Discussion
6.6.1 Effectiveness of SSGBA
6.6.2 Efficiency of SSGBA
6.6.3 Pedagogical change brought about by SSGBA
6.7 Conclusion
Chapter 7 Conclusions
7.1 Introduction
7.2 Summary of the study
7.3 Pedagogical implications and limitations
7.4 Suggestions for future research
7.5 Envoi
References
Appendices
Appendix 1 Questionnaire
Appendix 2 Pretest and posttest writing topics
Appendix 3 Pretest and posttest writing scores
Appendix 4 Two students' writing samples (low level range)
Appendix 5 Assessment score sheet
Appendix 6 Score assessment criteria for raters
Appendix 7 Pretest Total score frequency distributions
Appendix 8 Initial proficiency comparison between two groups
Appendix 9 Comparison of pretests and posttests (control group)
Appendix 10 Comparison of exposition and discussion