Thematicity in High-graded and Low-graded Argumentative Compositions Written by Persian EFL Learners and their Perceptions of Theme

Keyvan, Marjan; Pourabbasi, Rasha

doi:10.30470/irelc.2025.2075624.1036

Thematicity in High-graded and Low-graded Argumentative Compositions Written by Persian EFL Learners and their Perceptions of Theme

Document Type : Research Article

Authors

Marjan Keyvan

Rasha Pourabbasi

Department of English Language & Literature, Shahid Chamran University of Ahvaz, Ahvaz, Iran

10.30470/irelc.2025.2075624.1036

Abstract

This study investigates the realization and patterns of thematic progression in argumentative essays written by Persian-speaking learners of English as a Foreign Language (EFL). Specifically, it compares the use and distribution of thematic structures between high- and low-graded learner compositions, and examines how these patterns differ from those found in comparable native-speaker essays. Drawing on Systemic Functional Linguistics, the analysis follows the thematic framework proposed by Halliday and Matthiessen (2014) and later elaborated by Martin and Rose (2013). The data consist of EFL learner essays collected from a university writing course, together with native-speaker argumentative texts selected from established reference corpora. Each text was segmented into t-units and analyzed for Theme-Rheme structures and thematic patterns (constant, linear, derived, split, and peripheral). A mixed-methods approach was adopted, combining quantitative analysis of Theme types and frequencies with qualitative interpretation of textual organization. Results show that high-graded essays demonstrate a more balanced and cohesive use of thematic progression, whereas low-graded essays exhibit limited variety and weaker textual connectivity. In particular, the overuse of textual Themes and peripheral progressions correlates with reduced coherence. Interview data further indicate that most learners have limited explicit awareness of thematic progression and tend to associate coherence solely with lexical cohesion or surface organization. The findings suggest that targeted instruction in thematic progression can significantly improve coherence and writing quality among EFL learners.

Keywords

Thematic Progression

Theme-Rheme

Systemic Functional Linguistics

Argumentative Writing

EFL Learners

Cohesion

Subjects