Thematic Progression Analysis in Teaching Explanation Writing

Yang, Xueqian

doi:10.5539/elt.v1n1p29

Cited by 10 publications

(9 citation statements)

References 3 publications

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“…By employing Thematic Progression theory, Arunsirot's (2013) study reveals that there are five problems of theme found in students' writing which are the problem of empty theme, the problem of the brand new theme, the problem of overuse of constant progression, the problem of empty rheme, and the problem of confusing selection of textual theme. To improve students' writing skills, Thematic Progression analysis can be employed in teaching writing (Yang, 2008). Besides, textual theme and its types can be effectively applied in classrooms to help students in writings (Ebrahimi & Ebrahimi, 2012).…”

Section: Figurementioning

confidence: 99%

Thematic Progression Analysis in Indonesian Efl Students� Thesis Abstracts

Rahmawati

Kurniawan

2017

IEFLJ

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This study examines thematic progression in thesis abstracts written by English students in Indonesia University of Education. This study employs a descriptive qualitative method since it attempts to describe and analyze textual data accurately. The data for this study come from repository.upi.edu. Five undergraduate students' thesis abstracts were downloaded from the website published in 2014. After gathering the data, a thematic progression theory proposed by Fries (2002) is employed to analyze the data. Findings show that constant theme is the type of thematic progression that is mostly used the thesis abstracts by 52.64%. The linear theme and split rheme thematic progression pattern are also found in the abstracts. However, split rheme is found only once. Among the problems the students have probably encountered are how to write a coherent abstract and to create an appropriate logical relation among sentences in their writing. This study concludes that the students' thesis abstracts mostly use constant theme pattern, which suggests their writing is not quite well-arranged. Since an abstract should be written in more or less 200 words and it should represent the important information of the research, students may be confused as to how to summarize their research into 200 words.

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Section: Figurementioning

confidence: 99%

Thematic Progression Analysis in Indonesian Efl Students� Thesis Abstracts

Rahmawati

Kurniawan

2017

IEFLJ

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“…In the current literature, the first line of study into this aspect focuses on the analysis of TP in students' writing, some of which also investigate the correlation between TP and the marking (Ebrahimi & Khedri, 2012;Rakhman, 2013;Yang, 2015). Another field of interest is the instruction of TP for better application in writing, which has been carried out by Nurdianingsih and Purnama (2017), Purnomo (2014) and Yang (2008). Other studies also investigate the use of TP in other genres apart from students' writings, most commonly articles (Babaii et al, 2016;Jalilifar, 2010;Martıńez, 2003).…”

Section: Thematic Progression and Writing Performancementioning

confidence: 99%

The Realization of Thematic Progression in Online Ielts Writing Task 2 Samples in an English-Learning Website: A Case Study

Thắng

Tâm

2020

JFS

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This research aims at investigating the realization of thematic progression (TP) patterns, which is defined as “the way in which the theme of a clause may pick up, or repeat a meaning from a preceding theme or rheme” (Paltrigde, 2006, p. 148), and their effects on text quality of online IELTS Writing Task 2 samples. Investigated in the light of systemic functional approach, TP is classified into five patterns, namely Simple Linear Progression (SLP), Constant Progression (CP), Split Rheme Progression (SRP), Split Theme Progression (STP) and Derived Hypertheme Progression (DHP) (McCabe, 1999). In this study, the corpus consisting of 24 sample essays derived from an English-learning website was analyzed using both quantitative and qualitative methods. The results of this study highlight that SLP is the most frequently employed pattern in the corpus, followed by CP, SRP, STP and DHP patterns respectively. The analysis also shows that proper employment of TP overall is a contributing factor to the coherence and cohesion of the text, with each pattern exerting different effects. SLP, with its cross-referential links, yields a constantly developing and cohesive text whilst CP keeps a strong thematic focus. Meanwhile, SRP and STP patterns are both found to offer a planned text development and DHP creates cohesion with hypernym-hyponym relation. Problems related to the lack of TP, inappropriate theme positioning and the overuse of the theme “It” and “There” are also reported in the corpus.

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“…According to (Maleki & Zangani, 2007), Students' writing cohesion can be supported by the use of theme and rheme in thematic progression patterns. Yang (2008) stated that thematic progression is very helpful in improving students' to organize text and it would help students improve their skills in writing. The theory of thematic progression focused on Theme and Rheme can be used to establish the flow of continuous knowledge to preserve the text's coherence and cohesion (Salzmann et al, 1999).…”

Section: Introductionmentioning

confidence: 99%

Thematic Progression in Students’ Descriptive Text

Purba

Pasaribu

2021

IJERSC

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A way for developing good writing skills is by using thematic progression. It can help students improve their writing abilities. Theme and rheme are used to analyze the thematic progression. This study aimed to find out the types of thematic progression of students' descriptive texts and the most dominant pattern of thematic progression in students’ descriptive texts. The researcher used the descriptive qualitative method in the research design. There were 50 texts written by students at SMP Swasta Sultan Agung Pematangsiantar. The data was analyzed using (Eggins, 2005) theory as the theoretical framework that found three types of thematic progression. The findings revealed that the students' descriptive texts follow three thematic progression patterns: reiteration or constant pattern, zig-zag or linear pattern, and multiple patterns or split rheme pattern. The constant pattern was the most dominant used by students in 271 occurences (91.80%), followed by zig-zag or linear pattern occurred 13 times (4.4%) and multiple patterns or split rheme pattern occurred 11 times (3.8%)l. The findings show students, in writing descriptive text, tend to use simple thematic progression due to their level of knowledge in grammar and thematic progression is relatively low.

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Thematic Progression Analysis in Teaching Explanation Writing

Cited by 10 publications

References 3 publications

Thematic Progression Analysis in Indonesian Efl Students� Thesis Abstracts

Thematic Progression Analysis in Indonesian Efl Students� Thesis Abstracts

The Realization of Thematic Progression in Online Ielts Writing Task 2 Samples in an English-Learning Website: A Case Study

Thematic Progression in Students’ Descriptive Text

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