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English writing is a rather difficult skill to acquire.
The paper makes an attempt to solve this problem from
the perspective of Halliday¡¯s grammatical metaphor. By
using the ideational grammatical metaphor, interpersonal
grammatical metaphor, and nominalization under the
theory, the teaching experiment was designed in the
paper. Also the author applied a variety of flexible
teaching methods into the teaching experiment, aiming at
finding out approaches to help students to acquire
better College English writing skills. The main jobs in
the study were the classroom teaching, the teaching
materials accumulating, the questionnaires, the pretest
and post-test, etc. After the research, both the
interest and confidence of the experimental group were
greatly strengthened. And the scores of the pretest and
post-test said: prior the experiment, the average and
the standard deviation of experimental group and the
controlled one were almost equal. But after it, a big
gap appeared: the former advanced from 6.50 to 7.70 (the
full score, 15); the latter, from 6.56 to 6.88. It is
clear that, through this teaching research, a dared
design and operation for a reform in College English
writing under Halliday¡¯s grammatical metaphor is
feasible and effective. And a combination of grammatical
metaphor and normal teaching of College English writing
shows exploring and promoting significance, and it is
worth advocating.
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