After instruction, the experimental group used more conjunctions and fewer conjunctive adjuncts in Theme position, moving toward native-speaker-like patterns¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? CE post-writing had more conjunctions (45% vs. 40%) and fewer conjunctive adjuncts (55% vs. 60%) than CE pre-writing, while CC moved in the opposite direction. → Wei 2016

Evidence¶

Wei 2016¶

Wei, J. (2016). Effects of Instruction on Chinese College Students’ Thematic Choice in Academic Writing. Journal of Education and Practice, 7(14). https://eric.ed.gov/?id=EJ1102949

q2 · i? · causal · r1

Findings on continuatives, conjunctions and conjunctive adjuncts (Table 6) in CE and CC pre- and post-writing. Neither group used any continuatives, which the article attributes to the writing task. The quoted percentages are the article's printed proportions; no test statistic is reported.

"There were more conjunct ions used in CE post-writing (45%) than CE pre-writing ( 40%). As a result, there were less conjunctive adju ncts in CE post-writing (55%) than in CE pre-writing (60%)."

Discussion¶

Related Claims¶

• Instruction in thematic choice produced positive effects on Chinese college students' use of topical Themes, interpersonal Themes, unmarked Themes, and conjunctive adjuncts in academic English writing — a broader claim this one bears on
• After instruction, the experimental group used more temporal conjunctive adjuncts and fewer additive and adversative conjunctive adjuncts — related
• After instruction, the experimental group used fewer temporal and spatial marked Themes and more manner and cause marked Themes — related