After instruction, the experimental group used proportionally fewer mood-marking Themes and more modal adjuncts, and both groups used fewer interpersonal Themes overall¶

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 used less mood-marking Themes (10% vs. 13%) and more modal adjuncts (90% vs. 87%) in post-writing, while CC used more mood-marking (18% vs. 14%); both groups used less interpersonal Themes overall. → 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 interpersonal Themes (vocatives, modal adjuncts, mood-marking) in CE and CC pre- and post-writing, presented in Table 9. Neither group used any vocative Themes. The quoted sentence reports the printed subtype proportions; the article adds that on the whole both groups used less interpersonal Themes in post-writing.

"CE group used proportionally less mood-marking Themes (10% vs. 1 3%) and more modal adjuncts (90% vs. 87%) in post-writi ng than in pre-writing, while CC group used more mo od-marking Themes (18% vs. 14%) and less modal adjuncts (82% vs. 86%) in post-writing."

Discussion¶

Related Claims¶

• After instruction, the experimental group used more temporal conjunctive adjuncts and fewer additive and adversative conjunctive adjuncts — related
• 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 — related