The aim of this research project was to analyse 26 examples of the International Baccalaureate's ... more The aim of this research project was to analyse 26 examples of the International Baccalaureate's (IB) Extended Essay in History according to North's (2005) categorisation of orienting Themes (textual, interpersonal and experiential) and topical Themes as well as McCabe's (1999) realisations of thematic progression, in particular the simple linear progression and constant progression structures. Many studies have found correlations between Theme choice, particularly use of circumstantial Themes, and thematic progression, particularly the use of simple linear progression and constant progression, and a writer's first language, their level of proficiency in English, and also disciplinary variation. Other studies have focused on the pedagogical possibilities surrounding teaching students, especially non-native English learners, how to use Theme in their academic writing. The basic hypothesis of the present study was that the successful use of Theme choice and thematic progression correlates to the subject grades received by IB students. The corpus consists of 26 extracts of 25 t-units (clause complexes) each, all written for the History Extended Essay, which received subject grades ranging from A to E. The texts were sourced from a international secondary school in the South of France, and also from the IB's publications '50 Excellent Extended Essays and 50 more Excellent Extended Essays' (2011). None of the participants had received any kind of instruction regarding how to use different Themes and thematic progression in their texts. Regarding Theme choice, the analyses carried out focused on correlating the use of all orienting Themes, textual Themes, interpersonal Themes and experiential Themes with subject grades. In relation to thematic progression, the analyses undertaken searched for correlations between the use of simple linear progression, constant progression, and the ratio of simple linear progression to constant progression with subject grades. Positive, statistically-significant correlations were identified between the use of all orienting Themes and subject grades, and the use of simple linear progression and subject grades. Where no statistically-significant correlations were first identified, further research uncovered correlations for some sub-categories. For example, although the use of experiential Themes did not correlate with subject grades, the use of long experiential Themes (consisting of 10 words or more) was found to be significant. The occurrence of these long experiential Themes often coincided with the use of the simple linear progression, which in providing local cohesion allowed the writer to use the topical Theme either to present new information without compromising cohesion, or to provide an extra level of cohesion through the use of constant progression. As for the analysis of constant progression itself and subject grades, although no correlation was found, a sub-category which I define as 'inference constant progression' did correlate with subject grades. The essence of this sub- category is that it involved Themes linking back to previous Themes not through simple repetition of the same words, or through substitution of a previous Theme with a pronoun, but instead used synonyms, possessive adjectives, semantically-related words, and rephrasing to connect one Theme to a previous one. This allows a writer to expand their use of vocabulary at the same time as creating tight cohesive links through subtle shifts in the focus of the argument between t-units referring to the same subject. Finally, although no correlation was found between the ratio of simple linear progression to constant progression and subject grades (see Soleymanzadeh and Gholami, 2014), some observations about the complex interaction of the use of orienting and topical Themes, together with the use of new Themes, simple linear progression and constant progression were highlighted. The main points to emphasize are that both elements which promote cohesion like simple linear progression and constant progression, and those involved in breaks in cohesion like new Themes, work together in the orienting and topical Theme positions to create complex arrangements in highly-cohesive texts. I therefore argue that analysis of cohesion in academic writing needs to go beyond fixations on correlations of global categories (like simple linear progression or circumstantial Themes and cohesion) and instead look for both sub-categories of these functions as well as interaction patterns between all these elements, whether taken individually they are considered to assist in cohesion or not. Finally, it is hypothesized that further research into the use of cohesion in the Extended Essay could lead to the production of pedagogical materials which could help the tens of thousands of students around the world who must write an Extended Essay as part of their IB qualification each year.
The purpose of the current investigation was to seek relationships between English L2 undergradua... more The purpose of the current investigation was to seek relationships between English L2 undergraduate writing progress in four classes employing two pedagogically-diverse approaches to genre-based writing instruction (textual/contextual) with learning style, proficiency levels, and participant initial score ratings in a pre-experimental writing assignment. Other variables such as the transferability of knowledge, and motivation and other situational variables related to a post-experimental free-production writing assignment were considered. Using the best writing assignments from the previous year’s students, a genre-analysis was conducted upon which lesson content in the textual and contextual class was built. Results revealed no correlations between the participants’ progress and their learning preferences, or their proficiency level. However, a significant negative correlation was discovered between the participants’ progress and their initial score rating, such that the lower the initial score the greater the progress made in both the textual and contextual groups, and between their highest in- class score and their grades on the post-experimental writing assignment in the contextual group. The effectiveness of genre-based instruction was seen in the uptake of lesson content in the post-experimental writing assignment and the high scores that the participants received from their Statistics Skills professor for the same written report. The study thus acts as a confirmation of Pang’s (2002) findings relating to the predictive power of initial score rating on learner progress, and more generally to previous findings related to the effectiveness of employing a genre-based approach to writing instruction in the L2 academic writing classroom, and to the transferability of genre knowledge outside the classroom environment. Further research into the interaction of student learning styles, proficiency, motivation in relation to learner progress, and into the area of transferability of knowledge is suggested.
Lidil - Revue de linguistique et de didactique des langues, 2024
Cette étude vise à caractériser le positionnement énonciatif adopté par les étudiants de niveau l... more Cette étude vise à caractériser le positionnement énonciatif adopté par les étudiants de niveau licence rédigeant des essais en anglais, qu’il s’agisse de leur langue maternelle (corpus BAWE) ou d’une langue étrangère (corpus CarDiBioMed). L’accent est mis sur la position auctoriale des étudiants vis‑à‑vis du lecteur, du contenu et de la communauté universitaire. L’utilisation de ressources contractives d’engagement est observée comme un moyen de construire une voix assertive, tandis que l’emploi de ressources expansives et les références aux travaux externes signalent une ouverture à l’interprétation du lecteur et une reconnaissance des positions ou voix alternatives. Sur la base de l’analyse des catégories de la théorie de l’évaluation, les résultats révèlent que les écrits des étudiants en langue étrangère tendent à utiliser davantage la dénégation et la réfutation, souvent de manière superfétatoire, tandis que les textes du corpus BAWE montrent une intégration convenable et conventionnelle des voix externes, avec une fréquence d’utilisation plus élevée de catégories approbation et reconnaissance. Les implications pédagogiques soulignent l’importance d’enseigner les différentes fonctions d’engagement et l’intégration des voix externes pour développer une posture d’auteur équilibrée.
The aim of this research project was to analyse 26 examples of the International Baccalaureate's ... more The aim of this research project was to analyse 26 examples of the International Baccalaureate's (IB) Extended Essay in History according to North's (2005) categorisation of orienting Themes (textual, interpersonal and experiential) and topical Themes as well as McCabe's (1999) realisations of thematic progression, in particular the simple linear progression and constant progression structures. Many studies have found correlations between Theme choice, particularly use of circumstantial Themes, and thematic progression, particularly the use of simple linear progression and constant progression, and a writer's first language, their level of proficiency in English, and also disciplinary variation. Other studies have focused on the pedagogical possibilities surrounding teaching students, especially non-native English learners, how to use Theme in their academic writing. The basic hypothesis of the present study was that the successful use of Theme choice and thematic progression correlates to the subject grades received by IB students. The corpus consists of 26 extracts of 25 t-units (clause complexes) each, all written for the History Extended Essay, which received subject grades ranging from A to E. The texts were sourced from a international secondary school in the South of France, and also from the IB's publications '50 Excellent Extended Essays and 50 more Excellent Extended Essays' (2011). None of the participants had received any kind of instruction regarding how to use different Themes and thematic progression in their texts. Regarding Theme choice, the analyses carried out focused on correlating the use of all orienting Themes, textual Themes, interpersonal Themes and experiential Themes with subject grades. In relation to thematic progression, the analyses undertaken searched for correlations between the use of simple linear progression, constant progression, and the ratio of simple linear progression to constant progression with subject grades. Positive, statistically-significant correlations were identified between the use of all orienting Themes and subject grades, and the use of simple linear progression and subject grades. Where no statistically-significant correlations were first identified, further research uncovered correlations for some sub-categories. For example, although the use of experiential Themes did not correlate with subject grades, the use of long experiential Themes (consisting of 10 words or more) was found to be significant. The occurrence of these long experiential Themes often coincided with the use of the simple linear progression, which in providing local cohesion allowed the writer to use the topical Theme either to present new information without compromising cohesion, or to provide an extra level of cohesion through the use of constant progression. As for the analysis of constant progression itself and subject grades, although no correlation was found, a sub-category which I define as 'inference constant progression' did correlate with subject grades. The essence of this sub- category is that it involved Themes linking back to previous Themes not through simple repetition of the same words, or through substitution of a previous Theme with a pronoun, but instead used synonyms, possessive adjectives, semantically-related words, and rephrasing to connect one Theme to a previous one. This allows a writer to expand their use of vocabulary at the same time as creating tight cohesive links through subtle shifts in the focus of the argument between t-units referring to the same subject. Finally, although no correlation was found between the ratio of simple linear progression to constant progression and subject grades (see Soleymanzadeh and Gholami, 2014), some observations about the complex interaction of the use of orienting and topical Themes, together with the use of new Themes, simple linear progression and constant progression were highlighted. The main points to emphasize are that both elements which promote cohesion like simple linear progression and constant progression, and those involved in breaks in cohesion like new Themes, work together in the orienting and topical Theme positions to create complex arrangements in highly-cohesive texts. I therefore argue that analysis of cohesion in academic writing needs to go beyond fixations on correlations of global categories (like simple linear progression or circumstantial Themes and cohesion) and instead look for both sub-categories of these functions as well as interaction patterns between all these elements, whether taken individually they are considered to assist in cohesion or not. Finally, it is hypothesized that further research into the use of cohesion in the Extended Essay could lead to the production of pedagogical materials which could help the tens of thousands of students around the world who must write an Extended Essay as part of their IB qualification each year.
The purpose of the current investigation was to seek relationships between English L2 undergradua... more The purpose of the current investigation was to seek relationships between English L2 undergraduate writing progress in four classes employing two pedagogically-diverse approaches to genre-based writing instruction (textual/contextual) with learning style, proficiency levels, and participant initial score ratings in a pre-experimental writing assignment. Other variables such as the transferability of knowledge, and motivation and other situational variables related to a post-experimental free-production writing assignment were considered. Using the best writing assignments from the previous year’s students, a genre-analysis was conducted upon which lesson content in the textual and contextual class was built. Results revealed no correlations between the participants’ progress and their learning preferences, or their proficiency level. However, a significant negative correlation was discovered between the participants’ progress and their initial score rating, such that the lower the initial score the greater the progress made in both the textual and contextual groups, and between their highest in- class score and their grades on the post-experimental writing assignment in the contextual group. The effectiveness of genre-based instruction was seen in the uptake of lesson content in the post-experimental writing assignment and the high scores that the participants received from their Statistics Skills professor for the same written report. The study thus acts as a confirmation of Pang’s (2002) findings relating to the predictive power of initial score rating on learner progress, and more generally to previous findings related to the effectiveness of employing a genre-based approach to writing instruction in the L2 academic writing classroom, and to the transferability of genre knowledge outside the classroom environment. Further research into the interaction of student learning styles, proficiency, motivation in relation to learner progress, and into the area of transferability of knowledge is suggested.
Lidil - Revue de linguistique et de didactique des langues, 2024
Cette étude vise à caractériser le positionnement énonciatif adopté par les étudiants de niveau l... more Cette étude vise à caractériser le positionnement énonciatif adopté par les étudiants de niveau licence rédigeant des essais en anglais, qu’il s’agisse de leur langue maternelle (corpus BAWE) ou d’une langue étrangère (corpus CarDiBioMed). L’accent est mis sur la position auctoriale des étudiants vis‑à‑vis du lecteur, du contenu et de la communauté universitaire. L’utilisation de ressources contractives d’engagement est observée comme un moyen de construire une voix assertive, tandis que l’emploi de ressources expansives et les références aux travaux externes signalent une ouverture à l’interprétation du lecteur et une reconnaissance des positions ou voix alternatives. Sur la base de l’analyse des catégories de la théorie de l’évaluation, les résultats révèlent que les écrits des étudiants en langue étrangère tendent à utiliser davantage la dénégation et la réfutation, souvent de manière superfétatoire, tandis que les textes du corpus BAWE montrent une intégration convenable et conventionnelle des voix externes, avec une fréquence d’utilisation plus élevée de catégories approbation et reconnaissance. Les implications pédagogiques soulignent l’importance d’enseigner les différentes fonctions d’engagement et l’intégration des voix externes pour développer une posture d’auteur équilibrée.
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Many studies have found correlations between Theme choice, particularly use of circumstantial Themes, and thematic progression, particularly the use of simple linear progression and constant progression, and a writer's first language, their level of proficiency in English, and also disciplinary variation. Other studies have focused on the pedagogical possibilities surrounding teaching students, especially non-native English learners, how to use Theme in their academic writing. The basic hypothesis of the present study was that the successful use of Theme choice and thematic progression correlates to the subject grades received by IB students.
The corpus consists of 26 extracts of 25 t-units (clause complexes) each, all written for the History Extended Essay, which received subject grades ranging from A to E. The texts were sourced from a international secondary school in the South of France, and also from the IB's publications '50 Excellent Extended Essays and 50 more Excellent Extended Essays' (2011). None of the participants had received any kind of instruction regarding how to use different Themes and thematic progression in their texts. Regarding Theme choice, the analyses carried out focused on correlating the use of all orienting Themes, textual Themes, interpersonal Themes and experiential Themes with subject grades. In relation to thematic progression, the analyses undertaken searched for correlations between the use of simple linear progression, constant progression, and the ratio of simple linear progression to constant progression with subject grades.
Positive, statistically-significant correlations were identified between the use of all orienting Themes and subject grades, and the use of simple linear progression and subject grades. Where no statistically-significant correlations were first identified, further research uncovered correlations for some sub-categories. For example, although the use of experiential Themes did not correlate with subject grades, the use of long experiential Themes (consisting of 10 words or more) was found to be significant. The occurrence of these long experiential Themes often coincided with the use of
the simple linear progression, which in providing local cohesion allowed the writer to use the topical Theme either to present new information without compromising cohesion, or to provide an extra level of cohesion through the use of constant progression. As for the analysis of constant progression itself and subject grades, although no correlation was found, a sub-category which I define as 'inference constant progression' did correlate with subject grades. The essence of this sub- category is that it involved Themes linking back to previous Themes not through simple repetition of the same words, or through substitution of a previous Theme with a pronoun, but instead used synonyms, possessive adjectives, semantically-related words, and rephrasing to connect one Theme to a previous one. This allows a writer to expand their use of vocabulary at the same time as creating tight cohesive links through subtle shifts in the focus of the argument between t-units referring to the same subject. Finally, although no correlation was found between the ratio of simple linear progression to constant progression and subject grades (see Soleymanzadeh and Gholami, 2014), some observations about the complex interaction of the use of orienting and topical Themes, together with the use of new Themes, simple linear progression and constant progression were highlighted. The main points to emphasize are that both elements which promote cohesion like simple linear progression and constant progression, and those involved in breaks in cohesion like new Themes, work together in the orienting and topical Theme positions to create complex arrangements in highly-cohesive texts. I therefore argue that analysis of cohesion in academic writing needs to go beyond fixations on correlations of global categories (like simple linear progression or circumstantial Themes and cohesion) and instead look for both sub-categories of these functions as well as interaction patterns between all these elements, whether taken individually they are considered to assist in cohesion or not.
Finally, it is hypothesized that further research into the use of cohesion in the Extended Essay could lead to the production of pedagogical materials which could help the tens of thousands of students around the world who must write an Extended Essay as part of their IB qualification each year.
Papers by Paul White
Many studies have found correlations between Theme choice, particularly use of circumstantial Themes, and thematic progression, particularly the use of simple linear progression and constant progression, and a writer's first language, their level of proficiency in English, and also disciplinary variation. Other studies have focused on the pedagogical possibilities surrounding teaching students, especially non-native English learners, how to use Theme in their academic writing. The basic hypothesis of the present study was that the successful use of Theme choice and thematic progression correlates to the subject grades received by IB students.
The corpus consists of 26 extracts of 25 t-units (clause complexes) each, all written for the History Extended Essay, which received subject grades ranging from A to E. The texts were sourced from a international secondary school in the South of France, and also from the IB's publications '50 Excellent Extended Essays and 50 more Excellent Extended Essays' (2011). None of the participants had received any kind of instruction regarding how to use different Themes and thematic progression in their texts. Regarding Theme choice, the analyses carried out focused on correlating the use of all orienting Themes, textual Themes, interpersonal Themes and experiential Themes with subject grades. In relation to thematic progression, the analyses undertaken searched for correlations between the use of simple linear progression, constant progression, and the ratio of simple linear progression to constant progression with subject grades.
Positive, statistically-significant correlations were identified between the use of all orienting Themes and subject grades, and the use of simple linear progression and subject grades. Where no statistically-significant correlations were first identified, further research uncovered correlations for some sub-categories. For example, although the use of experiential Themes did not correlate with subject grades, the use of long experiential Themes (consisting of 10 words or more) was found to be significant. The occurrence of these long experiential Themes often coincided with the use of
the simple linear progression, which in providing local cohesion allowed the writer to use the topical Theme either to present new information without compromising cohesion, or to provide an extra level of cohesion through the use of constant progression. As for the analysis of constant progression itself and subject grades, although no correlation was found, a sub-category which I define as 'inference constant progression' did correlate with subject grades. The essence of this sub- category is that it involved Themes linking back to previous Themes not through simple repetition of the same words, or through substitution of a previous Theme with a pronoun, but instead used synonyms, possessive adjectives, semantically-related words, and rephrasing to connect one Theme to a previous one. This allows a writer to expand their use of vocabulary at the same time as creating tight cohesive links through subtle shifts in the focus of the argument between t-units referring to the same subject. Finally, although no correlation was found between the ratio of simple linear progression to constant progression and subject grades (see Soleymanzadeh and Gholami, 2014), some observations about the complex interaction of the use of orienting and topical Themes, together with the use of new Themes, simple linear progression and constant progression were highlighted. The main points to emphasize are that both elements which promote cohesion like simple linear progression and constant progression, and those involved in breaks in cohesion like new Themes, work together in the orienting and topical Theme positions to create complex arrangements in highly-cohesive texts. I therefore argue that analysis of cohesion in academic writing needs to go beyond fixations on correlations of global categories (like simple linear progression or circumstantial Themes and cohesion) and instead look for both sub-categories of these functions as well as interaction patterns between all these elements, whether taken individually they are considered to assist in cohesion or not.
Finally, it is hypothesized that further research into the use of cohesion in the Extended Essay could lead to the production of pedagogical materials which could help the tens of thousands of students around the world who must write an Extended Essay as part of their IB qualification each year.