IJLLL 2015 Vol.1(1): 30-33 ISSN: 2382-6282
DOI: 10.7763/IJLLL.2015.V1.7

Analysis of Topic Development in Guided Writing in Terms of Theme and Rheme

Yoko Suganuma Oi
Abstract—The topic development in guided writing was analyzed in terms of theme and rheme based on teacher assessment. 82 Japanese high school students, one native English teacher and one Japanese English teacher participated in the study. Students were asked to write about 150 words on the guided writing topic and then both students and teachers assessed students’ English composition using the same assessment sheet. The result showed that the frequency of the progression of theme and rheme was not related to the scores. Half of the students used all of the types of progression in their compositions. Preferably the number of T-units was connected to the scores. It was also observed that teaching the progression of theme and rheme could be helpful for students to develop a topic and learn how to make their written production coherent.

Index Terms—Guided writing, theme, rheme.

Yoko Suganuma Oi is with Graduate School of Education, Waseda University, 1-6-1, Nishi-Waseda, Shinjuku-ku, Tokyo, CO169-8050, Japan (e-mail: yokosuganuma@suou.waseda.jp).

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Cite:Yoko Suganuma Oi, "Analysis of Topic Development in Guided Writing in Terms of Theme and Rheme," International Journal of Languages, Literature and Linguistics vol. 1, no. 1, pp. 30-33, 2015.

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