大学本科高年级步入毕业论文阶段，如何凝练总结论文各部分的内容来形成上下文富有逻辑、紧密连贯、衔接流利的文章？分析以下两篇学术论文摘要的主位、述位分布和主述位推进模式的情况。
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）
上文摘要的主位推进模式分析如下：
这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)
从以上框架明显看出这篇摘要围绕着三个主位“the theme-rheme theory”“the TEM4 writing”和“the paper”展开论述，研究了主位、述位理论用于TEM4作文写作的可行性；在主位推进的模式上出现了3个平行型、2个延续型、2个交叉型主位推进模式、1个无模式型，总结了论文各部分的内容。
继上篇我国英语专业本科毕业生论文的主位、述位分析之后，再以在外文杂志的论文摘要为例，分析主位、述位分布情况。
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).
这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)
主位推进模式如下：
这篇摘要的主位包含了论文研究的问题、研究对象到研究结果，还出现了it引导的形式主语。尽管只有短短7句，却出现了述位延续型、派生型（T4＝T5＝T7）、平行型和交叉型四种主位、述位推进模式，句式多变灵活。
【注释】
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[10]刘晨诞 . 教学篇章语言学[M]. 上海：上海外语教育出版社，1999：65.
[11]同上，65.
[12]刘晨诞 . 教学篇章语言学[M]. 上海：上海外语教育出版社，1999：66.
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