8.5 Conclusion

Writing is a powerful tool for learning disciplinary content and developing disciplinary habits of mind, as well as demonstrating and communicating what has been learned. According to 高等学校外语专业教学指导委员会英语组 (2000), by the fourth year of college, English students are expected to be able to write different genres, including a bachelor's thesis that ranges from 3000 to 5000 words in length, and their writing must be rich in content, fluent in language, appropriate in word choice, and idiomatic in expression. Students of non-English majors are expected to use English to construct and communicate disciplinary knowledge and understanding in a clear, logical, and well-structured way (高等学校大学外语教学指导委员会，2017). To meet these expectations, students must have frequent exposure to well-written texts with substantive content, pay explicit attention to their craft, and receive targeted instruction in the use of discipline- and genre-specific academic language. Such support can be provided through the Sydney School Genre-Based Pedagogy that is recontextualized for specific disciplines, units, tasks, and purposes. This SFL-informed pedagogy can help students develop the grammatical choices and discourse organization strategies they need to produce effective and powerful writing.(https://www.daowen.com)