04051002163 a study on thematic progression in english argumentative essays of non english major college students at an english center in hanoi
INTRODUCTION
Rationale of the study
Numerous language scholars and educators, including Halliday (1994), Halliday and Matthiessen (2014), McCabe (1999), and Bloor and Bloor (1992, 2003), have conducted studies on the theme-rheme system M.A.K Halliday's Functional Grammar emphasizes that the theme-rheme structure is crucial for producing cohesive and comprehensible writing Research on thematic progression has been utilized to enhance students' writing quality, particularly in terms of coherence.
Despite their recognized importance, thematic patterns are often overlooked by writing learners, particularly in Vietnam Many students mistakenly believe that proficiency in writing essays in their native language guarantees similar success in a second language This misconception has become evident in EFL courses, where the writing of ESL students frequently fails to meet the expectations of native speakers regarding persuasiveness and coherent organization This issue likely stems from a lack of understanding of thematic progression in writing composition.
ESL learners in English centers often focus heavily on lexical and grammatical errors at the sentence level, neglecting the importance of theme-rheme structure This oversight can hinder the coherence of their argumentative essays, which is crucial for effective writing Coherence plays a vital role in constructing well-structured and persuasive pieces.
Being aware of these difficulties, this study is conducted to investigate the theme- rheme pattern in IELTS task 2 argumentative essays of students in an English
2 center Accordingly, it also reveals some possible effects of thematic patterns in coherence in academic texts
In summary, this article presents a study focused on thematic progression in English argumentative essays written by non-English major college students at an English center in Hanoi.
Aim and objectives of the study
This study aims to analyze the theme-rheme patterns in argumentative essays written by non-English major students, focusing on identifying coherence issues related to thematic progression.
The overall aim is specified into the following objectives:
- To determine the different types of thematic patterns in the IELTS task 2 essays of students and present which thematic patterns are used most regularly
- To evaluate the extent of thematic patterns’ impact on coherence in students’ essays.
Research questions
In accordance with the above objectives, there are two major research questions in this study:
1 What are the most frequently used patterns of thematic progression in students’ essays?
2 To what extent do the frequency of the thematic patterns correlate with the coherence and cohesion of the students’ essays?
Scope of study
This article examines a collection of 20 essays derived from IELTS Task 2 writing sources, specifically tailored for college students at an English center The focus is on analyzing the argumentative genre due to time constraints.
This study focuses on exploring thematic patterns and their effects on coherence and cohesion in argumentative writing, indicating that other assessment criteria for written texts fall outside the study's scope.
Significance of the study
The study hopefully contributes some significant insights to both theory and practice
Theoretically, although some restrictions of generalizability exist in the study, it is expected to provide a part of the literature with regard to thematic patterns in students’ academic essays
This study aims to provide students with a clear understanding of thematic progression, enhancing coherence in their writing By gaining insight into theme-rheme relationships, students can effectively apply thematic patterns to elevate the quality of their written work.
This article aims to provide teachers with a fresh perspective on the use of thematic progression in students' writing, highlighting both its implementation and associated challenges By doing so, educators can effectively introduce thematic progression as a valuable cohesive device during writing sessions.
Design of the study
The thesis consists of five major parts as follows:
Chapter 1: Introduction mentions the general issues of the study namely the rationale for the topic, the aim of the study and the research questions Moreover, it also provides the scope, main structure and significance of the research
Chapter 2: Literature review presents a theoretical framework to provide the fundamental knowledge about theme-rheme definition, theme types, thematic progression patterns, coherence and the effects of thematic development on text cohesion and coherence Furthermore, this chapter also reviews some previous studies in this field
Chapter 3: Methodology and procedure consist of data corpus description, data collection, research methods and data analysis procedure
Chapter 4: Findings and Discussion provide the outcome of analysis and discussion with an aim to answer the research questions
Chapter 5: Conclusion presents the recapitulation, concluding remarks, limitation of study and some recommendations for practical application in teaching and learning writing and further research.
LITERATURE REVIEW
Theme
The study of theme and rheme is primarily based on systemic-functional grammar, which identifies two key components of the textual meta-function: theme and rheme According to Halliday's "Introduction to Functional Grammar" (1994), an English clause is structured with a theme that precedes the rheme.
According to Forey (2002), the theme in English is established by the initial position of the sentence, granting it a "special status" within the clause Halliday and Matthiessen (2014) describe the theme as the first element that indicates the focus of the message, essentially defining what the clause will address This identification of the theme is typically based on its placement at the beginning of the sentence or clause, a view supported by Eggin (2004) and Halliday.
Defining the theme solely based on position is overly restrictive; it should instead provide context for the message McCabe (1999) emphasizes that the theme initiates a semantic journey, while Christian M.I.M Matthiessen notes that it serves as a resource for organizing the interpersonal and ideational meanings of each clause within a message.
In this study, the theme is chosen due to its function in the clause which is a departure of the expression
Theme position in an English clause is vital for how readers view the text as a
The theme of a message plays a crucial role in guiding readers' understanding and provides a framework for interpreting the content It expands the analysis of discourse beyond mere grammatical structures of individual sentences to encompass the entire text According to Davies (1988), themes within clauses can be identified at the intersection of overarching, goal-oriented discourse and grammatical constraints.
Rheme is a crucial component in clauses, defined as the part that follows the theme and conveys the remainder of the message, as noted by Halliday (2004) Bloor and Bloor (2004) describe it as "the rest of the message," emphasizing its role in communication Mulatsih (2010) highlights that rheme represents the most significant element in a clause, carrying the new or unknown information, while the theme consists of what is already known Essentially, rheme serves to clarify the theme by presenting new information that enhances the text's overall message.
The theme typically begins a sentence, while the rheme concludes it The choice of which part serves as the theme and which as the rheme is determined by the information that needs to be highlighted Together, the theme and rheme work in harmony to structure messages within a text, effectively conveying information to readers.
Theme types
The theme is a crucial element of the grammatical system that enables students to effectively express their ideas It plays a vital role in organizing and focusing the message, ensuring coherence and effectiveness Given the significance of theme in sentence construction, this study aims to categorize different types of themes.
According to Halliday and Matthiessen (2014), themes can be categorized in multiple ways Their theory of functional grammar posits that a clause embodies a specific experiential process, which can be interpreted as a fundamental aspect of meaning.
The configuration of components in a process includes three types: the process itself, the participants involved, and circumstantial factors like time, manner, or cause Themes are classified into three categories: topical, textual, and interpersonal The topical theme is essential, while interpersonal and textual themes are optional and appear before the topical theme.
Obviously, as a result, our report will be considered
Topical themes, as defined by Halliday and Matthiessen (2014), represent human experiences and inner conceptions Specifically, the topical theme of a clause concludes with its first constituent, which can be a participant, circumstance, or process.
Topical Theme is virtually recognized by nominal groups but it may be expressed via adverbial groups, prepositional phrases, or the nominalization of a clause
Table 2.2 Example of topical theme
Nowadays, Highschool students opt to go to work after graduation
My friend who is very close to me is my younger brother
What I should do is studying harder for the test
In the morning, I decide to stay home
The textual Theme is another type of Theme that appears before the topical Theme in a clause These elements do not contribute to the experiential meaning of the clause and do not express interpersonal or experiential significance Instead, they serve a cohesive function by linking the clause to its broader context (Eggins, 2004; Halliday).
8 and Matthiessen (2014) claims that the textual theme is the combination of continuative (e.g oh, well), conjunctive (e.g., then, if), or structural (e.g., that, which)
Table 2.3 Types of textual themes
Continuative markers: yes, no, well, oh, now…
Of course, she is still a part of group
Conjunctive In fact; in short; actually; and, moreover; but, on the other hand; instead; meanwhile, then,…
Nevertheless, she is still a part of group
Structural -conjunction: and , or, nor, either, neither, but, yet, so, then, when, while, before, after, until, because, even, in case…
-wh-relative: which, who, whose, when, where, that…
Since she is still a part of group
In short, the study employs the above classification system of Halliday and Matthiessen (2014) which is a popular category in the number of studies in terms of theme-rheme investigation
Halliday and Matthiessen (2014) emphasize that interpersonal themes do not contribute to the experiential meaning of a clause; instead, they serve as elements that precede the topical theme The interpersonal theme is the initial component of the clause, highlighting the interaction between speakers and reflecting the speaker's attitude.
Table 2.4 Example of interpersonal theme
Kate claims they eventually did not buy it
Please, Show me the way out
I believe teaching children the way of living under parental guidance is more effective than expecting this role from school
Interpersonal theme Topical theme Rheme
Thematic progression
Thematic progression (TP), introduced by Danes in 1974, describes how the theme in one clause connects to the theme or rheme of subsequent clauses, creating patterns that facilitate the flow of a text This connection allows for a coherent exchange of information between successive theme and rheme pairings, as noted by Eggins in 1994.
Halliday (1994) asserts that paragraph structure in written discourse is grounded in the thematic principle, where the theme serves as the topic sentence He also suggests that themes and rhemes can be interconnected in a thematic development, leading to the creation of coherent texts.
Thematic progression is a major aspect of how writers construct their messages in a way that makes them fit smoothly into the unfolding language event (Thompson,
Thematic progression analysis, as defined in 2013, focuses on the essential concepts of theme and rheme This approach examines how the thematic structure enhances the cohesive development of a text and clarifies the arrangement of paragraphs across sentence boundaries by analyzing the effective linkage of themes and rhemes within sentences.
Paltrigde’s (2006) definition of thematic progression is preferred as the practical
10 definition in the present study when he simplified thematic progression is how a clause's theme may borrow or reiterate a theme or rheme from the following clauses
Thematic progression (TP) refers to the development of a clause's theme through the connection between themes and rhemes Analyzing TP reveals how thematic organization enhances the coherence of a text and clarifies the ordering of paragraphs by examining the links between successive themes and rhemes This method is essential for achieving cohesion in writing, as it ensures a logical arrangement of themes and rhemes within sentences, thereby facilitating the flow of information throughout the text.
Daneš (1974) classifies a thematic progression into three fundamental patterns from analysis of scientific and other professional texts: linear progression, constant progression and multiple-theme progression
Eggins (2005) introduces a framework of three thematic progression (TP) patterns for analyzing text development These include the Theme Reiteration pattern, akin to Daneš’ constant progression, the zig-zag pattern, which resembles Daneš’ linear progression, and the multiple-rheme pattern.
McCabe's (1999) model of thematic progression, building on Daneš's (1974) framework, introduced a new pattern known as split theme This model outlines various types of thematic progression (TP) that appear across different genres, including Linear Thematic Progression, where the theme of the next clause is derived from the rheme of the previous one; Constant Thematic Progression, where the themes of consecutive clauses remain the same; and Derived Theme Progression, where themes in subsequent clauses originate from a central theme in the preceding clause.
Split Rheme Progression involves a clause's rheme containing multiple ideas that are developed as themes in subsequent clauses Similarly, Split Theme Progression occurs when the first clause's theme consists of several elements, with each element treated as an individual theme in the following clauses.
This study utilizes McCabe’s (1999) model as its analytical framework due to its superior plausibility, attestability, and completeness compared to other classification schemes for analyzing themes and TP patterns in texts Additionally, many recent thematic analysis studies have adopted this well-regarded model.
This pattern shows that the first theme is picked up and repeated in the beginning of the next clause The figure is as follows:
Table 2.5 Example of constant theme progression (extracted from paragraph
First, families have direct opportunities to contact children every day, and thus could easily adjust their bad behaviors
Furthermore, parents understand the personality of their children more than anyone Therefore, they could know the most suitable approach to teach their progeny
In linguistic structure, a common pattern occurs when the subject matter in the rheme of one clause is adopted as the theme in the subsequent clause This creates a cohesive flow between ideas, enhancing the clarity and coherence of the text.
Table 2.6 Example of linear theme progression (extracted from paragraph 3 text 18)
Schools not only guide students' life skills but also various subjects of natural and social sciences
These subjects help them both increase their knowledge and become aware of other aspects of their community
This is the foundation for children to achieve their dream jobs and dedicate themselves to their society
Particular themes in subsequent clauses are derived from a hypertheme or from the same overriding theme
Table 2.7 Example of derived theme progression (extracted from paragraph 3 text 15)
On the other hand, schools provide resources and teachers to children, which parents might not have
First, school is the place where children are taught many relate to science, literature, and math that helps them to be confident
Second, teachers have enough standards with many different skills to promote process development kid to help children have responsibility for their activities
Third, competitive environments in school will give kids more eager to learn, and express their personalities
In this structure, the rheme encompasses various pieces of information, each of which can serve as the theme in multiple following clauses The visual representation of this pattern is illustrated as follows:
Table 2.8 Example of split rheme progression (source: ielts-simon.com)
There are three key reasons why economic growth is seen as a fundamental goal for countries
Firstly, a healthy economy results in job creation, a high level of employment, and better salaries for all citizens
Secondly, economic progress ensures that more money is available for governments to spend on infrastructure and public services
Finally, a strong economy can help a country’s standing on the global stage, in terms of its political influence and trading power
This pattern is known as the thematic progression where the first clause's theme consists of two or more items Each of them plays as the subsequent clause’s theme
Table 2.9 Example of split theme progression (extracted from paragraph 4 text 16)
In conclusion, parents and schools have a great influence on children’s behavior in different ways
Parents are like typical examples for children to follow while school is a place for them to check the appropriateness of behavior in society and learn more proper manners.
Coherence and cohesion
Coherence and cohesion are the two terms closely connected to the discourse and there seems to have several confusions in the use of these different terms
Since the 1960s, linguists have been investigating discourse coherence The book
Cohesion in English, as defined by Halliday and Hasan (1976), is foundational to the study of discourse coherence They assert that a coherent text must meet two essential criteria: it should align with its contextual background and exhibit cohesion, meaning all components of the text must be linked through cohesive devices Specifically, there are five key types of cohesive devices: reference, substitution, ellipsis, conjunction, and lexical cohesion.
In his book "Text and Context," Van Dik (1977) identifies two levels of discourse coherence: linear (or sequential) coherence and global coherence Sequential coherence pertains to the relationships between propositions in composite sentences and their arrangement, while global coherence refers to the overall unity and structure of the discourse as a whole.
16 is one of the essential characteristics of discourse (Wang and Guo, 2014)
Therefore, Halliday and Hasan, Van Dijk take cohesion as the necessary condition for coherent discourse
De Beaugrade and Dressles (1981) distinguish between cohesion and coherence, asserting that coherence refers to the underlying structural relationships of a text, while cohesion pertains to the relationships evident on the text's surface This distinction is supported by the works of Brown and Yule (1983), Stubbs (1983), and Tannen.
Jones and Tabiri (2020) assert that cohesion and coherence, while related, are distinct concepts Cohesion refers to the overall verbal relatedness of a text, allowing for semantic continuity between its segments In contrast, coherence pertains to the organization and connection of ideas within sentences, fostering a sense of unity among the topics discussed.
Cohesion involves the grammatical, lexical, and structural connections within a text, while coherence pertains to the logical relationships between ideas that form a unified discourse for readers Additionally, coherence arises from cognitive processes, and cohesion plays a crucial role in facilitating these processes in writing.
2.4.2 Thematic progression and coherence and cohesion in writing
Danes (1974) and Fries (1983) argue that discourse coherence and cohesion are closely related to thematic progression, suggesting that the connection of themes between sentences significantly impacts discourse coherence From their perspective, coherence and cohesion arise from the connectivity of thematic patterns within an essay Their thematic progression theory primarily focuses on discourse coherence, highlighting it as a crucial factor influencing both coherence and cohesion.
The first one involves cohesion using reference, substitution, ellipsis, conjunction,
Theme and thematic progression, as outlined in Halliday's functional grammar (1994), play a crucial role in understanding cohesive devices Conjunctions such as "but" and "however" exemplify how these elements contribute to lexical cohesion in text.
Textual themes, such as the word "therefore," establish logical relationships between clauses Lexical cohesion enhances coherence in writing through various substitutions, including repetition, synonyms, and antonyms Analyzing these substitution networks helps identify themes and thematic patterns, which are crucial for linking ideas in essays Additionally, thematic development contributes to cohesion, as the rheme of one sentence often becomes the theme of the next, creating a linear thematic progression known as the given-to-new structure that enhances the overall coherence of the writing.
Witte and Faigley (1981) and Conor (1996) highlight that while cohesion in an essay is important, it does not ensure coherence, as cohesion relies on lexical and grammatical relationships between sentences Coherence, on the other hand, enhances readers' comprehension of how ideas and arguments are structured, linked to the information structure that includes both previously known and newly introduced information Additionally, theme-rheme progression serves as a crucial factor in achieving discourse coherence Danes (1974) and Fries (1983) emphasize that the connectivity of themes across sentences significantly influences the level of coherence in discourse.
The former approach emphasizes the importance of selecting an appropriate theme, while the latter focuses on the effective application of thematic patterns Below, we will explore the distinct effects of these thematic patterns on coherence and cohesion.
Constant thematic progression enhances text coherence and cohesion by maintaining a strong focus, as noted by Eggins (2004) While this repetition fosters coherence, it can also lead to monotony, disrupt text flow, and limit topic development If the theme remains unchanged, the author tends to start from the same position, hindering material growth in the rheme (Eggins, 2004) Wang (2007) highlighted that overusing constant progression can negatively impact the evaluation of a student's text, resulting in a list-like structure with no further development of the rheme (Wang, 2007, p 171).
The linear thematic pattern fosters cumulative development by allowing new information in successive clauses to serve as the foundation for further clauses In academic writing, proficient authors employ this technique to organize material hierarchically, as noted by Christie and Dreyfus.
According to Mellos (2007, p.19), students who employ linear progression in their writing create texts that are well-structured, developed, and cohesive This approach fosters a sense of unfolding information, allowing the narrative to advance while also referencing previous points, ultimately enhancing the overall unity of meaning.
Split theme progression and split rheme progression
The split theme pattern and split rheme pattern emerge when a clause's theme/rheme introduces multiple ideas, each serving as a theme for subsequent sentences According to Eggins (2004), these patterns differ from linear and constant thematic developments, as they offer a foundational organizing principle for a text Mellos (2001) found that split theme and split rheme patterns are more prevalent in certain contexts.
19 high-scoring essays of students He also realized that those patterns organize a text in a way that facilitates a prediction for what is coming next in a paragraph and across multiple paragraphs
In derived thematic patterns, the topics of each sentence are individually different but are all derived from the same overriding theme, or hyper-theme Hawes, T
In 2015, a study on thematic progression revealed that advanced students, such as those pursuing a Master's degree, benefit from derived thematic patterns that enhance the coherence of their writing These patterns help maintain reader engagement by reminding them of the core ideas within lengthy texts However, the study also noted that derived progression often utilizes the same elements as basic linear progression, albeit in more indirect ways, which can lead to insufficient connections for readers Wei J (2015) further emphasized that derived progression may rely on semantic inference, making it challenging for students with limited lexical resources to logically connect ideas.
Previous studies
Research in applied linguistics has shown that teaching thematic progression can significantly improve coherence in students' writing Numerous comprehensive studies support this idea, highlighting its importance in enhancing writing skills.
This paper reviews studies on theme and thematic progression in English writing over the past two decades, focusing on advancements in writing that emphasize topic development and structural coherence.
A study by Mellos (2011) investigated the presence of theme and thematic patterns in ESL essays, comparing eight undergraduate essays categorized as high and low in coherence Utilizing the theme-rheme framework (Halliday 1985; Eggins, 2004), the analysis revealed that coherent essays featured complex nominal groups in ideational Themes, diverse textual Themes, and varied thematic progression, effectively linking different text parts and addressing abstract ideas Conversely, less coherent essays often relied on unmarked Themes with simple nominal groups or pronouns, leading to a lack of clarity and development To enhance writing coherence, Mellos proposed classroom activities focused on the theme-rheme grammar, integrating this analytical framework into the academic writing curriculum.
In 2012, Ebrahimi and Ebrahimi conducted research on thematic progression in students' writing tasks to highlight the role of thematic patterns in IELTS Writing Task 2 Their study aimed to enhance the coherence of students' essays, ultimately improving their writing scores Utilizing Halliday’s (1994) model of thematic patterns, they analyzed 180 EFL essays written by 60 Iranian English majors The findings revealed that the use of interpersonal themes varied across different proficiency levels, demonstrating the connection between language use and student performance.
The research highlights a slight decrease in the use of theme types among students from sophomore to senior years, suggesting that advanced students tend to produce more factual compositions Additionally, the findings indicate that these results can be leveraged to improve writing skills.
Wei (2013a) examined how intermediate and advanced Chinese learners utilized themes in their English speaking, comparing their spoken data with that of native English speakers Utilizing Halliday’s (2000) model of thematic organization, the study analyzed Theme types and Theme markedness Results indicated that the duration of English study significantly influenced learners' theme selection, with advanced learners demonstrating a closer alignment to native speakers in the use of topical, textual, and interpersonal themes, as well as in theme markedness.
Wei (2013b) examined the differences in topical theme choices between Chinese and Swedish English learners in their writings The study analyzed a corpus of written work from English natives, Swedish learners, and Chinese learners, utilizing Herriman’s analytical model (2011), which is grounded in Halliday's framework (1994) The findings indicated that the two groups of learners exhibited more similarities than differences in their topical theme preferences, aligning closely across all three topical theme types and in two of the five informational theme components, two of the three interactional theme elements, and all three discoursal theme elements.
In Vietnam, research has been conducted on thematic progression in academic essays, notably by Tam and Thang (2020), who explored the patterns of thematic progression and their impact on the quality of texts in online IELTS Writing Task 2.
In a study analyzing 24 IELTS Writing Task 2 samples from a 2019 IELTS website, the researchers favored McCabe's (1999) updated model of thematic progression (TP) over Dane's (1974) model The findings revealed that simple linear progression is the most common type, followed by constant progression and split rheme progression, while derived hypertheme and split theme progressions are less frequently observed Additionally, the paper highlighted that improper placement and excessive use of themes like "There" or "It" negatively impact text cohesion and coherence.
Trung & Hoa (2018) conducted an analysis of thematic progression strategies in high-scoring academic IELTS sample essays, aiming to identify the types of themes used based on Functional Grammar The study analyzed 20 band 9 essays sourced from Cambridge University Press and official IELTS websites Utilizing Halliday’s framework (2014), the research examined the selection of themes and the effective distribution of information within the essays The findings emphasized the importance for IELTS test takers to incorporate various theme types, including interpersonal themes like modal adjuncts and mood-marking elements, as well as textual themes and multiple themes Additionally, it recommended the use of diverse thematic progression patterns, particularly constant and linear patterns, to enhance information transmission in writing.
Research indicates two key aspects of the relationship between coherence and thematic progression Firstly, the theme and its development serve as valuable analytical tools for examining problems in students' essays, particularly in cases where coherence and cohesion are lacking.
23 the writing at the sentence, paragraph, and essay levels Second, it can be a practical application to improve writing skills for ESL writers.
Summary
This chapter explores the core concepts of theme-rheme, thematic progression patterns, and their connection to coherence in academic writing It also compiles relevant research on the topic to evaluate previous findings The study will utilize an analytical framework of theme patterns for deeper investigation based on a review of specific sources.
METHODOLOGY AND PROCEDURE
Data genre: Argumentative essays in IELTS writing task 2
College students need to master various writing styles, including narration, description, exposition, and argumentation The argumentative essay stands out as a crucial form of academic writing, especially in higher education This genre demands that students thoroughly investigate a topic, gather and assess evidence, and clearly articulate their stance on the issue.
Argumentative writing is essential in academic settings, enabling students to persuasively present their viewpoints on various topics This study emphasizes the significance of argumentative essays, which are central to academic writing and commonly assessed in standardized English tests like CEFR, TOEFL, and IELTS However, second-language learners often find this genre particularly challenging, as research indicates it is the most difficult writing model (Ferretti, Andrews-Weckerly & Lewis, 2007; Neff-van Aertselaer & Dafouz-Milne, 2008) Successful argumentative essays rely heavily on thematic progression and coherence, making it crucial to explore how these elements influence academic writing.
IELTS is taken into account as an academic test to examine learners’ English language proficiency, especially writing skill Students’ essays from IELTS
This study focuses on 25 selected writing task 2 prompts from the Academic module of the IELTS, as argumentative essays are a key genre in this assessment Test-takers are required to compose a 250-word essay within 40 minutes to respond to a specific question The essays are evaluated based on four main criteria: task achievement, coherence and cohesion, lexical resource, and grammatical range and accuracy (Cambridge ESOL, 2009) Notably, thematic progression plays a crucial role in enhancing coherence, which further justifies the selection of task 2 for this research.
Data collection procedure
This study focuses on 20 Vietnamese college students, who are not majoring in English, and are enrolled in a Writing Extensive course at an English center in Hanoi to prepare for the IELTS examination At the start of the course, these students possess a pre-intermediate level of English, enabling them to accurately use basic and pre-intermediate grammatical structures in their essay writing.
A total of 20 students are enrolled in a writing course consisting of 15 sessions, each lasting 2 hours This course is specifically designed to enhance writing skills for the academic IELTS test, with the goal of helping students achieve a writing score between 6.0 and 6.5.
The writing test conducted at the end of the course involved all students completing 250-word essays within 40 minutes on the same topic, supervised by the teacher This test served as the primary data collection method for the study, resulting in a comprehensive data corpus.
20 IELTS writing task 2 essays After assessment and grading, these essays mostly ranged from 5.5 to 6.5 according to the IELTS writing score band
This study compiles 20 essays on a single topic to analyze the preferences for theme types and thematic progression patterns, and their potential impact on coherence in student compositions Notably, none of the students exhibited a consistent approach to these elements.
26 aware of the purpose of the writing assignments nor had they taken part in any prior activity directly related to the aim of the experiment.
Analytical framework
The analysis of the data corpus is based on McCabe’s (1999) model of thematic progression, which identifies five types of thematic patterns This classification is preferred for its logical and advanced approach to examining themes in texts Additionally, McCabe's model is widely recognized and has been utilized in most recent thematic analysis studies.
1 Constant Theme Progression (CTP): the themes of the preceding clause and the subsequent clause are identical
2 Linear Theme Progression (LTP): the theme of the subsequent clause is sourced from rheme of the preceding clause
3 Derived Theme Progression (DTP): themes in the subsequent clauses stem from an overarching theme in the preceding clause, or from a hypertheme
4 Split Theme Progression (STP): Two or more elements make up the first clause's theme, and each of those items is treated as a separate theme in the subsequent clauses
5 Split Rheme Progression (SRP): A clause's rheme is composed of two or more ideas that are taken up as themes in the following clauses.
Research methods
The analysis of a corpus of 20 sample essays employs document analysis methods to collect and calculate the percentages of various themes and thematic patterns A detailed textual investigation follows to assess how thematic progression patterns influence paragraph structure To facilitate this analysis, the essays are divided into T-units, defined by Fries (1994) as a clause complex consisting of an independent clause along with related clauses.
27 words that depend on it A T-unit consists of a main clause and all subordinate clauses
T-unit is considered as the most appropriate unit for analyzing themes in a text
Analyzing themes at the t-unit level simplifies the identification of thematic development patterns, as opposed to focusing on individual clauses This method is further supported by the observation that independent clauses often constrain the thematic structure of dependent clauses.
Data analysis procedure
The study analyzes a data corpus of essays from 20 students, collected during the end-of-course test This analysis is conducted using Halliday's (2014) theoretical framework for theme classification and McCabe's (1999) model of TP patterns.
The data analysis includes two major stages which are described specifically below:
Stage 1: Identification and classification of theme and thematic patterns
1 T-unit is constructed in each paragraph of the essays
2 Theme and rheme are separated in each T-unit according to Halliday’s
3 Themes are classified into three different types: textual, interpersonal and topical
4 After the raw data collection, the frequency of theme types is calculated to percentage to point out the most prominent theme type
5 Based on the boundary between theme and rheme previously, the diagram for thematic progression is drawn for each paragraph
6 The total number of thematic patterns is calculated and percentages of five thematic patterns regarding McCabe (1999) model are presented in tables, graphs, and charts
Stage 2: Impact of thematic patterns on text’s coherence and cohesion
First of all, the frequency of thematic patterns and coherence/cohesion score
The line chart illustrates the IELTS writing score bands, specifically focusing on a score of 28 An analysis of the chart reveals the comparative relationships between the coherence and cohesion scores of each text, highlighting the frequency of various thematic patterns.
This study conducts an analysis of thematic patterns in each paragraph of student essays to assess how thematic development influences paragraph coherence Additionally, it aims to explore the underlying reasons for the use of themes in these essays.
The analysis from stage 1 reveals the emergence of thematic patterns and identifies the predominant TP type in students' texts Additionally, statistical comparisons with existing studies on similar topics are provided to illustrate the overall trend of thematic pattern usage in writing.
Briefly, the study employs the data corpus of 20 student’s argumentative essays for document analysis of thematic patterns.
Summary
This chapter outlines the research methodology and procedures for data collection and analysis, focusing on argumentative essays in IELTS writing task 2 The study employs a text-based approach, analyzing 20 academic essays gathered from a writing course in Hanoi To identify thematic patterns within the students' essays, McCabe’s (1999) model serves as the analytical framework Finally, the chapter concludes with a discussion of the research methods and specific data analysis steps employed to address the research questions in subsequent chapters.
DATA ANALYSIS, FINDINGS AND DISCUSSIONS
Data analysis
The theme is the major element of a theme-rheme construction, and a different choice of theme produces a distinct meaning The research reveals that there are
The analysis of 568 themes across 20 example essays written by ESL students reveals that topical themes are the most prevalent, followed by textual themes, while interpersonal themes are the least common The detailed statistics are presented in the table below.
Table 4.1 Occurrence of theme types
Type Topical theme Textual theme Interpersonal theme Sum
Fig 4.1 Theme types in students’ essays
The analysis reveals that 315 topical themes are identified across 20 compositions, representing 58% of the total Textual themes follow as the second largest category with 192 instances, making up 35.4% In contrast, interpersonal themes are the least prevalent, appearing only 63 times, which accounts for 11.6% of the total.
The data presented indicates that topical themes represent the largest portion of ESL essays, comprising 58% This high percentage is anticipated, as topical themes are considered essential components of clauses and sentences.
Table 4.2 Topical Theme in text 2, 5
When their children are at home parents become the closest friends to their children
Children were influenced by their parents a lot
In childhood kids spend a lot of time with their parents, observing them and then imitating their parents
Topical Theme Textual Theme Interpersonal Theme
The existential 'there' clauses are frequently used, appearing ten times in various essays, suggesting that 'there' should be regarded as the theme According to Halliday (1994), Martin (1992), and Thompson (1996), 'there' serves as the starting point of the clause, with the referent introduced later, effectively drawing attention to a trait that will be elaborated upon This usage of 'there' is particularly common and effective in the opening sentences of paragraphs, as it sets the stage for the main idea While this thematic approach is advantageous in argumentative writing, many Vietnamese students tend to use 'there' merely for listing information.
Table 4.3 Topical Theme in text 1, 4, 8, 9 There are two reasons for encouraging parental education for children
There are too many students in a class for teachers to care for every single one
There are two reasons for the state that parents take the most responsibility for children’s future There are some arguments against the above opinion
Textual Theme is the second most common theme type, appearing in about one-third of students' essays While textual elements do not convey interpersonal or experiential meanings, they play a crucial role in ensuring cohesion by linking clauses to their context Consequently, essay writers often utilize these elements to meet the coherence and cohesion standards required in IELTS writing tasks.
Table 4.4 Textual Theme in text 1, 5, 12
Furthermore, parents understand the personality of their children more than anyone
… because parents are the ones who influence children the most
This experience that they get at school plays a crucial role in whether they can become a good member of society
In the analyzed samples, cohesive devices such as conjunctive adjuncts, conjunctions, and relative clauses play a significant role in establishing textual themes Notably, conjunctive adjuncts constitute 72% of these devices and are utilized across all texts, as they enhance cohesion within clauses, sentences, and entire texts Forey (2002) emphasizes their importance in conveying logical connections, which aids reader comprehension Furthermore, the effective use of textual themes is essential for improving coherence in academic writing, making it crucial for IELTS writers to focus on these elements.
The frequency of interpersonal themes in the corpus is notably low, at approximately 12% Predominantly, these themes are expressed through phrases like "I believe," "I think," and "in my opinion," highlighting a limited variety of personal expression in academic essays Examples from students' texts further illustrate the use of interpersonal themes.
Table 4.5 Interpersonal Theme in text 2, 3, 5, 6, 7
I believe that Both have a unique role in children’s nurturing
It could be argued that
Parents are too busy with work to provide their children with socialization skills
I do think both views are reasonable as each has its own merits
Both parents and schools play crucial roles in educating children about social responsibility It is essential for children to learn these values both at home and in the classroom.
The study reveals a lack of personality in students' writing, which appears to stem from their education in rigid formal structures.
Theme type is not a primary aspect to be researched in this study However, it is essential to build thematic patterns in the following parts
Table 4.6 Occurrence of thematic progression in students’ essays
Thematic progression patterns identified in the corpus include Constant Theme Progression (CTP), Linear Theme Progression (LTP), Derived Theme Progression (DTP), Split Theme Progression (STP), and Split Rheme Progression (SRP).
Fig 4.2 Occurrence of thematic patterns
The study identifies four patterns of Thematic Progression utilized by students to structure their writing: CTP, LTP, DTP, and STP Notably, CTP is the most prevalent, comprising over 59% of the patterns observed, while STP appears only once in ESL essays LTP ranks second, accounting for approximately 39%, and DTP is the least used, appearing only twice in the students' writings Interestingly, SRP is the only pattern not employed by the students.
CTP accounts for approximately 59% of thematic patterns in student texts, making it the most prevalent pattern This pattern is consistently present across all texts, particularly in the body sections The following examples from the essay demonstrate the occurrence of CTP.
THEMATIC PATTERNS IN STUDENTS' ESSAYS
(3) First, families (T3)/ have direct opportunities to contact children every day, and thus could easily adjust their bad behaviour(R3) (4)
Furthermore, parents (T4)/ understand the personality of their children more than anyone (R4), therefore, they (T5)
/could know the most suitable approach to teach their progeny(R5)
Fig 4.3 CT pattern in paragraph 2 text 1 Code: (1): clause 1
The analysis reveals a consistent thematic pattern characterized by the repetition of key topics, including "family" in the first clause, "parents" in the second, and "they" in the final clause Additionally, there is a notable relationship between the textual themes across the clauses, such as the use of "first."
“furthermore”, “therefore” Accordingly, constant thematic progression is made in two ways in the above extract
In students' essays, the LTP thematic pattern ranks as the second most utilized, comprising 39% with 47 occurrences While constant progression patterns dominate, LTP patterns are still significantly present in student writings An example illustrating the use of LTP in an essay will be provided.
(4) On the one hand, parents(T4) /are the first teachers(R4), (5) and home(T5)/ is the first school where children learn about life lessons(R5)
(6) Educating children about love, empathy, kindness, and socially acceptable behavior (T6) /is a must at home(R6)
(7) In addition, children(T7) /should be taught to help the needy members of the community(R7) (8) because parents(T8) /know their children well(R8)
(9) As a result, they(T9) /can successfully teach their children about societal responsibilities, which should not be overlooked(R9)
Fig 4.4 LTP patterns in paragraph 2 text 7 Code: (1): clause 1
In the text above, the student demonstrates linear theme progression two times More specifically, in the first linear thematic pattern, the rheme of the clause
“children learn about life lessons'' becomes the theme of the subsequent clause
“Educating children about love, empathy, kindness, and socially acceptable behavior” Similarly, the theme in sentence 9 “they” inherits the rheme “their children” from the previous sentence 8
Derived theme progression appears quite rarely in the analyzed texts with 1.39% Students’ text illustrates the DTP pattern through two paragraphs in the texts 14 and text 15 in the corpus
(12) In addition, school(T12) /is also an all-important part that affects the development of children into good citizens(R12)
/can provide the missing knowledge of parents, the necessary social skills, and the reality… in society (R13)
(14) For example, children(T14) /can learn subjects related to science, society, moral lessons, etc(R14)
(15) An academic curriculum that is well-researched and improved during this time(T15)/ will contribute to the education of children(R15)
(11) On the other hand, some benefits(T11) /are provided to children by schools, which parents might not have(R11)
(12) First, many subjects(T12) /such as science, literature, and math help them to be confident and also practice
38 skills: study work, co-operate, and communicate(R12)
(13) Second, teachers(T13) /have enough standards with many different skills to promote process development kid to help children have responsibility for their activities(R13)
(14) Third, a competitive environment in school(T14) /will keep kids more eager to learn and express their personalities(R14)
Fig 4.5 DTP pattern in paragraph 3 text 14, paragraph 3 text 15
The hyper theme for T12 "school" in the first paragraph makes a general topic More details on T12 are provided in T13, "Skill education from school," and T15
"An academic curriculum that is well-researched and improved during this time."
In the second paragraph, the sub-themes T12 "many subjects", T13 "teacher" and T14 "a competitive environment" serve to elucidate the hyper theme T11
The STP (Sequential Theme Progression) pattern is the least commonly utilized among the four types of thematic progression Interestingly, it is not favored by students in their writing, as it appears only once in a typical student text.
(14) In conclusion, parents and schools(T14) /have a great influence on children’s behavior in different ways(R14)
(15) Parents(T15) /are like typical examples for children to follow(R15) while (16) school(T16) /is a place for them to check the appropriateness of behavior in society and learn more proper manners(R16)
Fig 4.6 STP pattern in paragraph 4 text 16 Code: (1): clause 1
The topic sentence, T14, "parents and schools," is divided into two subordinate themes, T15 "parents" and T16 "school" in the following sentences
According to the outcome of study, no split rheme pattern is found in the essays of students.
Findings
4.2.1 The most frequently used patterns of thematic progression
The study reveals that students employ various theme patterns to organize their ideas in writing, with the constant theme pattern being the most prevalent at over 59% The linear theme pattern follows as the second most common, representing nearly 39% of the essays analyzed In contrast, the split theme pattern is notably rare, appearing in only one essay, while the derived theme pattern is also infrequently used.
40 twice in the student papers The only pattern students do not use in their writing is the split rheme pattern
4.2.2 Thematic patterns and coherence/cohesion in students’ essays
A detailed textual analysis indicates that varying frequencies of text patterns (TP) can influence the coherence of written content The next section will explore the unique characteristics of each TP type and, crucially, their effects on the overall coherence of writing.
4.2.2.1 The impact of constant theme progression on coherence/cohesion
Fig 4.7 The frequency of CTP and coherence/cohesion score in texts
The chart illustrates that CTP appears most frequently in text 10 with a score of 7.0 and least in text 14 with a score of 5.5, reflecting 7 and 2 instances of CTP, respectively Coherence and cohesion across the 20 texts range from 5.5 to 7.0 according to the IELTS Writing Score Band Notably, the coherence scores and CTP frequency show similar fluctuations, although the variation in CTP frequency is more pronounced This suggests that the frequency of CTP contributes to enhancing coherence and cohesion in students' writing essays.
Text20Coherence and Cohesion score Frequency of CTP
The consistent use of constant theme patterns in students' writing enhances the focus on key entities within sentences and paragraphs This strong thematic connection ensures that the text maintains a clear direction, preventing deviation from the main topic Additionally, keeping topical themes stable directs readers' attention to newly introduced information in the rhemes The following examples from essays will illustrate the effective application of constant theme patterns.
(8) On the other hand, schools (T8)/ are also responsible for children’s growth as productive members of society(R8)
(9) School (T9)/is a place to help young people have both academic knowledge and social skills to enter real society(R9)
/is necessary for youngsters to meet other people from varying backgrounds(R10)
(5) Parents (T5) /are the ones being with children most of the time(R5) (6) and they(T6) /have a large impact on the way their children live(R6)
(7) Parents(T7) /can teach children basic qualities like respect, obedience, and honesty through daily activities(R7)
42 from the way their parents treat others(R8)
(9) For instance, children(T9) /can see the way their parents respect their grandparents and learn from that(R9)
Fig 4.8 CTP and coherence in paragraph 3 text 2, paragraph 2 text 4 Code: (1): clause 1
The extract from the student's essay highlights a consistent thematic pattern centered around "School," as evidenced by the repeated references in sentences T8, T9, and T10 This lexical repetition enhances cohesion within the paragraph However, while the theme of the school's role is maintained, the transitions between ideas, such as from "academic knowledge" to "social skills," lack clarity Strengthening the connections between these concepts could improve the overall coherence of the paragraph, as the current cohesion is only moderately effective without further development.
In the second extract, it starts with topical theme T5 “parents” and then it uses an anaphoric reference “they” in T6 and repeats “parents” in T7 Similarly, sentence
The connection between sentences 8 and 9, both focusing on "children," emphasizes a consistent theme throughout the text The term "parents" appears three times as a topical theme, underscoring their significant role and central importance in the discussion.
The article emphasizes the significant role of parents in shaping children's development, highlighting the theme of respect—specifically, treating others with respect and honoring grandparents This repetition reinforces the idea that children learn by observing their parents, enhancing both coherence and cohesion within the text By maintaining a consistent focus on parental influence, the paragraph effectively communicates the importance of modeling respectful behavior for children.
The consistent use of themes enhances paragraph cohesion and emphasizes the main topic, as the repetition of these themes helps capture readers' attention to new information presented in the rhemes.
4.2.2.2 The impact of linear theme progression on coherence/cohesion
Fig 4.9 The frequency of LTP and coherence/cohesion score in texts
Most essays typically receive scores between 6.0 and 7.0, while the frequency of LTP varies significantly, ranging from 1 to 7 The line chart illustrates a slight correlation between the occurrence of LTP and the coherence and cohesion scores of the essays.
Text20Coherence and Cohesion score Frequency of LTP
The significant presence of linear thematic patterns in the research indicates that students have effectively enhanced text cohesion by introducing new information, successfully transforming a rheme into the theme of subsequent clauses.
However, the cohesion achieved through LTP cannot guarantee the coherence of the text The below sample is taken to illustrate that point of view
(4) On the one hand, the family (T4) / has been the most reliable and important place for all of us (R4)
(6) so parents(T6) /have the most influence in childhood in leading us to be good members of society(R6)
(7) As the ways they work and behave to other people(T7), /their kids also watch and learn from them (R7),
(8) so they(T8) /need to behave properly and politely all the time to be a shining example for kids to follow(R8)
(9) Therefore, if the children have bad habits (T9), / the parents can easily know and fix them immediately (R9)
(10) These things(T10) / will help very much to lead the kids to be good people(R10)
Fig 4.10 LTP and coherence in paragraph 2 text 6 Code: (1): clause 1
The student demonstrates linear thematic progression three times in the paragraph Initially, the linear pattern effectively links the ideas of two clauses through the repetition of pronoun references.
The article emphasizes the significance of parents as the primary influence on their children, highlighting that "the most reliable and important place for all of us" is within the family unit It notes that children observe and learn from their parents, creating a cohesive link between the two subjects However, while the repetition of terms like "parents," "children," and "family" establishes a thematic connection, the flow of ideas lacks coherence The transition from discussing parents' influence to the necessity for them to model appropriate behavior feels abrupt To enhance clarity, it would be beneficial to establish clearer connections between the ways parents impact their children and the specific behaviors they should demonstrate.
The analysis shows that the cross-referential link of LTP in the text enhances connectivity and sustains the topic However, it also indicates that a fully coherent progression of ideas is not entirely realized.
4.2.2.3 The impact of derived theme progression on coherence/cohesion
Fig 4.11 The frequency of DTP and coherence/cohesion score in texts
The chart indicates a low occurrence of DTP when it appears with a single pattern in texts 14 and 15 Notably, both texts achieve remarkable coherence and cohesion scores of 6.0 and 7.0, respectively.
Although the frequency of DTP is limited in academic writing, it still possesses a definite influence on the coherence of text, especially in the two analyzed paragraphs below
Text20Coherence and Cohesion score Frequency of LTP
(12) In addition, school(T12) /is also an all-important part that affects the development of children into good citizens(R12)
/can provide the missing knowledge of parents, the necessary social skills, and the reality… in society (R13)
(14) For example, children(T14) /can learn subjects related to science, society, moral lessons, etc(R14)
(15) An academic curriculum that is well-researched and improved during this time(T15)/ will contribute to the education of children(R15)
(11) On the other hand, some benefits(T11) /are provided to children by schools, which parents might not have(R11)
(12) First, many subjects(T12) /such as science, literature, and math help them to be confident and also practice skills: study work, co-operate, and communicate(R12)
(13) Second, teachers(T13) /have enough standards with many different
48 skills to promote process development kid to help children have responsibility for their activities(R13)
(14) Third, a competitive environment in school(T14) /will keep kids more eager to learn and express their personalities(R14)
Fig 4.12 DTP and coherence in paragraph 3 text 14, paragraph 3 text 15 Code: (1): clause 1
The article emphasizes the significance of the T12 "school" theme, supported by T13 "Skill education from school" and T15 "An academic curriculum that is well-researched and improved during this time." It transitions from general statements about the importance of education to specific examples, such as subjects like science, society, and moral lessons, creating a logical flow This progression from abstract concepts to concrete illustrations enhances coherence and maintains a consistent focus on the role of school in children's development, ensuring clarity and ease of understanding for the reader.
In the second paragraph, T12 “many subjects”, T13 “teacher” and T14 “a competitive environment” serve as the sub-themes to clarify the hyper theme T11
Discussions
The aforementioned result of theme types in the previous part accords with a large number of previous studies
Research in Vietnam, including studies by Thang & Tam (2020) and Nguyen & Nguyen (2018), reveals that topical themes dominate in IELTS writing task 2 Additionally, textual themes are more commonly used than interpersonal themes, which are the least favored among the three theme types.
Numerous studies across various countries, including those by Wei J (2015), Yunita, S (2018), and F.A Marfuaty & R Wahyudi (2015), have identified similar phenomena Specifically, Marfuaty and Wahyudi's research on argumentative texts revealed that the predominant theme type is the topical theme, with a total of 202 occurrences In contrast, the textual theme ranks second with 49 instances, followed by the interpersonal theme.
4.3.2 The impact of thematic progression on coherence and cohesion
The finding of thematic patterns in the previous part is quite similar to several studies such as Katharina Rustipa (2010), Syahrizal et al (2018), and Abdol, Hamed (2014)
CTP and LTP play significant roles in ESL essays, as highlighted by numerous studies, including those by Jalilifar (2009), Abdol et al (2014), Ebrahimi & Ebrahimi (2014), Nguyen & Nguyen (2018), and Yunita (2018) Notably, native writers tend to favor LTP in their essays, whereas Vietnamese students show a preference for CTP.
The prevalence of CTP in this study aligns with previous research, such as Yunita (2018), who found that CTP constituted 76% of thematic development in students' recount texts Her classification of students revealed that CTP was predominantly present in the writings of middle achievers Similarly, my study, which analyzed writing samples from students at the same level, yielded comparable findings.
Yunita (2018) suggested that frequent theme repetition in students' texts may indicate their ability to maintain focus on the main idea by reiterating the thematic element in subsequent clauses I concur that this observation holds true for my students' writing.
The influence of a student's first language (L1) significantly shapes their writing composition, particularly among Vietnamese ESL students Numerous studies have explored the differences in writing habits between Vietnamese and English discourse, linking these habits to L1 backgrounds Notably, Vu (2011) conducted a comparative analysis of academic writing styles among English native writers, Vietnamese native writers, and Vietnamese ESL students, supporting Kaplan’s (1966) hypothesis that linguistic and cultural backgrounds affect writing structure and development Kaplan later refined his initial assumptions, proposing that common rhetorical patterns exist across all written languages.
Vietnamese is categorized as an Oriental language with a potentially circular rhetorical structure, although Bar-lev (1986) suggests it may be better defined by a parallel pattern While Bar-lev's analysis relied on L1 data, Kaplan (1966) supported these findings using L2 data Both researchers concluded that Asian students, particularly Vietnamese EFL learners, tend to express themselves indirectly in writing This tendency, influenced by the students' L1, helps explain the preference for circular thought patterns (CTP) in Vietnamese students' essays.
My study identifies a significant issue with the repetition of cohesive topical phrases (CTP) among students They often use the same words to describe themes across various clauses and sentences, which, while maintaining text cohesion, results in problematic lexical repetition This challenge mainly stems from a limited vocabulary, causing students to repeatedly use certain words or phrases Furthermore, an excessive reliance on CTP may lead to overly simplistic explanations and descriptions in their writing strategies.
Despite the frequent use of linear theme progression, it does not always ensure text cohesion Previous studies indicate that incorporating a significant amount of linear patterns can enhance cohesion and coherence, allowing readers to easily follow the main points This observation aligns with Danes (1974), who identifies simple linear themes as fundamental to thematic progression However, in this study, while linear thematic progression aids cohesion, students struggle to utilize this pattern effectively to achieve coherence.
The infrequent occurrence of DTP in this study aligns with findings from other research Various researchers have explored this thematic pattern and offered explanations for this phenomenon.
McCabe (1999) argues that the absence of derived themes in English texts is linked to the spoken nature of native speakers, suggesting that Dubois’ research may yield non-academic writings from a Western viewpoint Additionally, derived theme patterns appear predominantly in specialized genres, as demonstrated by Nwogu's (1989) analysis of medical texts Both studies indicate that the evolution from hyper-Theme progression involves groups of related concepts, relying significantly on shared knowledge, which is evident in legal literature (Kurzon, 1984) and professional medical texts (Nwogu & Bloor, 1991).
Secondly, the low frequency of DTP in texts could also be explained through some arguments for judging this thematic development Danes defines derived theme as
“the topics of each sentence are individually different, but are all derived from the same overriding Theme, or hyper theme or overall Theme of a paragraph or text”
(Danes 1974, cited in McCabe, 1999, p 171) It implies that the hyper theme, which unifies the several themes, only functions at the paragraph and text levels
DTP links themes at both the paragraph and text levels, revealing connections that might seem unrelated without the overarching hypertheme (Dubois 1987, cited in McCabe, 1999, p 173) This complexity is a key reason why thematic patterns like DTP are less frequently selected in texts compared to more straightforward constant or linear progressions.
The percentage of split theme progression is very low in this study and the similar results were also mentioned in other previous studies such as roughly 1% in Wei
In 2016, a study indicated that nearly 4% of the findings were consistent with earlier research by Jalilifar (2010) and Khedri and Ebrahimi (2011) This outcome can be partially attributed to the writing genre, as the STP is characterized as expository, presenting a compilation of related information.
55 to illustrate a main point (Wei, 2015, p.183) Therefore, STP is not preferred in argumentative essays
The data findings indicate that students paid little attention to the split rheme pattern (SRP), as it was absent in their texts In contrast, a study by Tam and Thang (2020) on IELTS Writing Task 2 essays revealed a significant usage of SRP, with 36% of sample texts employing this pattern This suggests that the use of SRP is crucial for achieving logical and coherent text organization.
Insufficient use of Structured Reading Patterns (SRP) in writing is a significant drawback for students, as it prevents them from presenting a clear layout that helps readers understand the main ideas of a passage To enhance the logical flow and coherence of their writing, students should leverage SRP more effectively.
Summary
This chapter presents an objective analysis of data, showcasing specific results related to theme types and thematic patterns through tables and charts, along with samples from students' writing The findings address two key research questions and emphasize the frequency of thematic patterns, illustrating their impact on coherence in students' essays Additionally, the discussion highlights the significance of these findings and compares them with relevant research from the literature.