After Theme Theory instruction, students used a broader variety of theme types, especially textual, multiple and clausal themes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental class used more multiple and clausal themes than the controlled class at post-test. → Liu Jingxia & Liu Li 2013 q2 i? The experimental class used more textual themes, which the authors link to cohesive, logical writing. → Liu Jingxia & Liu Li 2013 (2)

Evidence¶

Liu Jingxia & Liu Li 2013¶

Liu Jingxia & Liu Li. (2013). An Empirical Study on the Application of Theme Theory in the Field of Writing Pedagogy. English Language Teaching, 6(5). https://doi.org/10.5539/elt.v6n5p117

q2 · i? · causal · r1

Descriptive analysis of post-test compositions (Table 6): experimental class totals 327 themes versus 220, with clausal themes 20.8% versus 5.8%. The authors interpret this as "better at using different types of theme"; percentages are descriptive, no test reported.

"However, the experimental class uses more multiple themes and clausal themes. This shows that the experimental class is better at using different types of theme to achieve a variety of sentence structure."

Liu Jingxia & Liu Li 2013 (2)¶

Liu Jingxia & Liu Li. (2013). An Empirical Study on the Application of Theme Theory in the Field of Writing Pedagogy. English Language Teaching, 6(5). https://doi.org/10.5539/elt.v6n5p117

q2 · i? · causal · r1

Same Table 6 analysis: textual themes were 26.6% in the experimental class versus 11.4% in the controlled class. The authors attribute this to textual elements doing "important cohesive work in relating the clause to its context"; no statistical test is printed for this contrast.

"Another significant difference lies in the fact that the experimental class uses more textual themes than the controlled class."

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 — related