Correlation Analysis of English Writing Proficiency and Linguistic Logic in Colleges and Universities

Abstract

Abstract This paper briefly analyzes the linguistic logic of the writing text from the four aspects of English writing: writing process, discourse, sentence, and articulation, and specifically investigates the relationship between the level of English writing in colleges and universities and the linguistic logic by using the method of relevance analysis integrating the Copula theory as the primary research technique. The first and final drafts of college students’ writing were analyzed separately to determine the reliability of the research data. The mean values of content and structure of college students’ writing proficiency are 3.3251 and 3.5620. The formal and content logic of linguistic logic is analyzed by counting the number of errors. The students’ linguistic errors are mainly concentrated in the grammar part, and the mean value of the number of errors reaches up to 7.021. The correlation analysis of Copula Theory reveals that the higher the writing proficiency of the text, the higher the word count, paragraph count, sentence count, and sentence count of the text. The number of paragraphs and sentences may vary depending on the average number of sentences per paragraph and the number of words per sentence. The correlation between English writing logic and writing level is significant.