After instruction, the experimental group used fewer temporal and spatial marked Themes and more manner and cause marked Themes¶

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 used less temporal (30% vs. 36%) and spatial (10% vs. 22%) adjuncts and more manner (22% vs. 13%) and cause (16% vs. 8%) adjuncts as marked Themes. → 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

Analysis of marked Theme subtypes (temporal, spatial, manner, cause, contingency) in CE and CC pre- and post-writing, presented in Table 5. The quoted sentence reports the CE group's printed subtype proportions; the article also reports parallel changes in CC post-writing.

"They used less adjuncts expressing temporal (30% vs. 36%) and spatial (10% vs. 22%), and more adjunct for manner (22% vs. 13%) , cause (16% vs. 8%) and contingency (22% vs. 21) in their post-writing."

Discussion¶

Related Claims¶

• After instruction, the experimental group used more conjunctions and fewer conjunctive adjuncts in Theme position, moving toward native-speaker-like patterns — related
• After instruction, the experimental group used more temporal conjunctive adjuncts and fewer additive and adversative conjunctive adjuncts — related
• After instruction, the experimental group used proportionally fewer marked Themes and more unmarked Themes, while the control group showed no change in marked/unmarked proportions — 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 — a broader claim this one bears on