Although much has been written about the features of academic writing, there is a lack of research attention on macro issues related to the development of ideas, particularly in the writing of research articles. A concept that is useful in investigating such issues is the Hallidayan notion of theme. However, the thematic structure of research articles has received only modest attention over the years. It is also rare for thematic diagrams to be used even though they can be helpful in clarifying the thematic structure of the text. In this exploratory study, the patterning of topical themes in research articles was investigated using a diagrammatic approach. Twenty biology-related research articles were divided into t-units and analyzed for topical themes. Thematic diagrams were generated for all the articles. The diagrams revealed a progressive thematic pattern in the introduction sections of all the articles. At the whole-text level, an anchored-development pattern was observed in the majority of the articles. These findings suggest that research articles at the macro level share similarities in their thematic structure. They also shed light on how authors achieve focus in the writing through the systematic use of clause-initial elements.

In contrast to past consensus, many authors now feel that the passive voice compromises the quality of scientific writing. However, studies involving scientific articles are rare. Using a corpus of 60 scientific research articles from six journals, this study examined the proportion of passives used, and the contexts and forms in which they occurred. The results revealed that about 30% of all clauses were passive clauses. The canonical form was most pervasive, followed by the bare passive; together, they constituted more than a quarter of all clauses analyzed. Passives were typically used in main clauses, followed by relative and adverbial clauses. Roughly 29% of all passives were located in the methodology section. Based on the results, the proportion of passives in scientific writing may stabilize at about 30%. It is unlikely to dramatically drop any further since the trend suggests that passives are still widely used in the methodology section. KEYWORDS: Scholarly publishing, science writing 1 Context and objectivesA cursory glance at the numerous writing guides available, both on the Internet and in printed form, reveals a clear shift in consensus regarding the use of the passive voice in scientific writing. While the prevalent use of the passive voice was characteristic of scientific discourse in the major part of the 20th century [1,2], the situation today is rather different. Many writing guides favor the use of the active voice for reasons of clarity and conciseness [3]. In their writing guide for scientific English, Day and Sakaduski [4] state this preference even more directly -"the passive voice should be avoided".Yet, as Ding [1] has shown in his work involving corpora from the 18th century to the end of the 19th century, early scientific discourse actually favored the active voice. The move towards the passive voice in the 20th century arose as a result of the increasing demands for scientific discourse to be objective, in the sense that the writing should ideally represent the world "in terms of objects, things, and materials" [1] rather than humans. As a consequence, scientific writing took on a decidedly object-or thing-oriented character [5,6]. With the preference for the active voice in present-day scientific writing, we appear to have come full circle.Indications from an informal survey among postgraduates at a Singaporean university, however, suggest that not many may be aware of this current preference. In fact, 90 of JCOM 13(01)(2014)A03

Much research work on teacher feedback has concentrated on the perceptions of students and teachers on feedback, but few studies have addressed the extent to which students respond to their teachers’ written feedback, particularly at the tertiary level. This study analysed the extent to which students made appropriate revisions based on the feedback they received. Forty-one sets of drafts and final papers written by first-year undergraduates were compared. The analysis focused on the main components of the grading criteria for the assignment: language and style, rhetorical structure, and format. The findings showed that the students paid more attention to feedback on the rhetorical structure of their writing. There was no statistically significant difference in the students’ revisions of language/style and format. The results suggest that the students were more concerned with macro issues concerning the clarity of their thesis/topic statements and the logical development of ideas, than with the mechanical aspects of writing. This study serves as a useful guide to teachers when providing feedback, and also serves to encourage further research involving different groups of students in different contexts.

Project‐based learning (PBL) has been gaining popularity among educators over the years. Its focus on student‐initiated and student‐directed projects enables knowledge and skills to be integrated into the learning process. Students are also led to use language in authentic settings, thus heightening their awareness of the appropriate use of language in context. In PBL, the role of the teacher is less of an information provider and more of a facilitator and guide. In this entry, several strategies from the perspective of language education are proposed to help teachers provide guidance to students at various stages of the PBL process.

The visual social semiotic approach, based on Halliday’s systemic functional linguistics (SFL), is widely used in studies on multimodal texts. As SFL is a framework focusing on the functions of language, several SFL categories are re-conceptualized in visual social semiotics to handle the analysis and interplay of extra-linguistic features; other categories, however, are excluded. A consequence is that any insights offered by these excluded categories in multimodal texts remain obscured. This paper focused on one such category, theme, as a generator of expectations. It analyzed the thematic structure of twenty homepages to show that the different SFL themes are applicable and evident in such multimodal texts. It underscores the importance of theme as a point of departure of any discourse, textual or otherwise, allowing us to form expectations about how the rest of the discourse may be acceptably developed.