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In recent years, with the rapid development of corpus linguistics, and the wide application of corpus research methods, most of the domestic study focus on corpus-assisted writing teaching and learning. Some scholars has put more emphasis on the theoretical research but less study on the practice of corpus-assisted writing teaching combining textual rhetoric. In view of all this, a 16-week experimental study was conducted on second-year English majors in a university in Guiyang. The results show that corpus-assisted English writing combining textual rhetoric has greatly upgraded students' attitude on English writing, and has generated a significant effect upon the development of Chinese students' L2 writing ability as well as enabled them to improve their writing construction competence. This study provides important implications for the current teaching of second language writing in China. Keywords—Chinese students' second language writing ability; corpus; textual rhetoric

A Corpus-assisted Study on the Development of Chinese Students' Second Language Writing Ability A Textual Rhetorical Perspective