A Study Of Thematic Progression Patterns In Non-english Major Graduates' English Argumentative Writings

This study, based on the thematic theory and thematic progression theory, intends to analyze the use of theme and thematic progression patterns in English compositions written by the non-English major graduate students in Shandong Normal University so as to analyze the relationship between the use of themes and thematic progression patterns and the coherence and quality of the compositions. Through investigating and discussing the common features and problems of the use of thematic progression patterns in graduate students'compositions, it is expected that the study might provide a better understanding of the thematic progression patterns used in the non-English major graduate students of Shandong Normal University. It is hoped as well that this study would have some significant pedagogical implications for English writing teaching in China.Firstly, according to the thematic theory proposed by Halliday, this study analyzed the use of themes in sample compositions, including thirty high-scored and thirty medium-scored compositions selected from writings by non-English major graduate students in Shandong Normal University. What's more, for the sake of comparison ten English native speakers'compositions were selected to analyze. Next, in order to make a more comprehensive analysis of thematic progression patterns in argumentative essays, this study, based on the classifications of thematic progression patterns made by Danes (1974) and Zhu Yongsheng (1995), develops four TP patterns of its own according to the features of argumentative essays. Then the use of thematic progression patterns in these three groups are analyzed and discussed by the present writer.The findings reveal that there are some obvious differences in the selection of different theme types and thematic progression patterns among high-scored compositions, medium-scored compositions and English native speakers'compositions. On the choice of themes, the quantity of textual themes in high-scored and native speakers'compositions is bigger than that in medium-scored compositions. Besides, there are more interpersonal themes in the compositions of Chinese graduate students. With respect to the markedness of themes, Chinese students apply more marked themes and less unmarked themes. The main reasons for the above differences lie in different thought patterns and native language interference.On thematic progression patterns, it is found in Chinese students'argumentative texts the derived rheme pattern has the highest percentage out of all the patterns, followed by the constant theme pattern and the linear thematic progression. By contrast, in the argumentative essays of English native speakers, the percentage of the constant theme is the highest, conversely, the derived rheme pattern is least used. Through the contrastive study, it is also found that English native speakers can make flexible use of various thematic progression patterns. On the contrary, the Chinese students can not apply them appropriately due to the lack of explicit awareness and systematic writing practices in this aspect. Meanwhile, compared with the students in medium-scored group, those in high-scored group can apply thematic progression patterns more skillfully.This study is of pedagogical significance in helping both teachers and students to realize the importance of thematic progression in enhancing the coherence of the compositions. It can also contribute to the feasibility of thematic progression pattern taught in English writing class and offer suggestions to improve the writing quality of graduate students from the perspective of thematic progression.