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Problems of Thematisation in Student Writing

Thomas Hawes

British Council, Penang

Sarah Thomas

Science University of Malaysia

In this paper we examine thematisation in student writing. Taking as our corpus one hundred essays by Malaysian students ranging from lower intermediate to advanced level, we research the proportions of the various Theme types employed, as well as thematic progression strategies. We compare the use of these in student writing with that in the British newspapers The Sun and The Times, which, we hypothesise, exhibit many characteristics of Bernstein's Restricted and Elaborated Codes, respectively, and can be considered two distinct standard sub- genres.

Furthermore, we analyse student thematisation in terms of rhetorical purpose. Varying the complexity of thematic structure, for instance, can produce minimalistic, informal text or an academic formal style. The relative proportions of Constant and Derived Progression may bring the text closer to hortatory or to analytical exposition, respectively. Using more or less Discourse Participant Themes can create an impression of outspokenness or impartiality and Marked Themes may be a measure of evaluative content in general.

Lastly, we consider problem areas in student thematisation, comparing these among the different levels, and draw pedagogical implications from the study.

RELC Journal, Vol. 28, No. 2, 35-55 (1997)
DOI: 10.1177/003368829702800203
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