Untitled

People’s Democratic Republic of Algeria
Ministry of Higher Education and Scientific Research

Batna 2 University
Faculty of Letters and Foreign Languages
Department of English Language and Literature
Thematic Progression in Algerian EFL Research Articles’ Introductions:
The Case of Algerian Research Articles Published in 2020 on the Algerian
Scientific Journal Platform (ASJP)
Dissertation Submitted to the Department of English Language and Literature
In Partial
Fulfilment of the Requirements for the Degree of Master in Applied Linguistics
Submitted by: Supervised by:
AHMED GAID Oussama Pr. GHOUAR Amor
BRAHIMI Khalil
Board of Examiners
Chairman: Pr. ABOUBOU Hachemi Batna 2 University
Supervisor: Pr. GHOUAR Amor Batna 2 University
Examiner: Mr. BERGHOUT Abdelghafour Batna 2 University
2021
Dedication
To our parents
And
To our teacher, inspirer, and supervisor Pr. GHOUAR

PLAGIARISM STATEMENT
This dissertation was written by us and in our own words, except for quotations from published and
unpublished sources which are clearly indicated and acknowledged as such. We are conscious that
the incorporation of material from other works or a paraphrase of such material without acknowl-
edgement will treated as plagiarism. Any consequence would not be endorsed by our supervisor; we
take full responsibility of our work.
Name: AHMED GAID Ousaama Signature .............
Name: BRAHIMI Khalil Signature .............
Date: June, 2021

Abstract
The centrality of research articles to the encounters of scientific conduct is one to be acknowledged,
especially given that their publication entails review, which accounts for all componential sections
commencing with introductory sections whose role is to inaugurate and architect the entirety of the
research article. In that, introductions should be constructed with more meticulosity. Part of that
latter is attributed to the lexico-syntactic cohesion of the introduction text, to which Thematic Pro-
gression serves as a connectedness device. Despite research advents advocating thematic progres-
sion for authorial practices, there is little or no mention of it with reference to research articles’ in-
troductions. Within this frame of reference, and commencing from the premises that; (1) Algerian
writers evoke different styles in thematising introductions for their research articles, (2) thematic
progression most recurrent pattern within the confines of introductory sections is Constant Progres-
sion, this study positions into analysis thirty six Algerian-authored research article introductions
retrieved from the Algerian Scientific Journal Platform. After the data were analysed using Daneš’s
(1974) and McCabe’s (1999) models (integrated into one), the results point toward a tendency to
opt for the Linear Progression Pattern, while Derived Thematic Progression recorded as second
most prominent followed by Derived Theme Progression and Split Rheme Progression, respective-
ly. The paper concludes in offering insights and suggestions as to soliciting more profound research
on Thematic Progression as a technique of writing style refinement.
Keywords: research articles’ introductions, thematic progression, theme, rheme
IV
Acknowledgments
Our sincerest gratitude goes to Professor GHOUAR Amor to whom we are forever indebted.
We thank him for implanting in us the passion for research throughout the two years during which
he sophisticated out perception of research methodology.
Our gratitude goes to the board of examiners, Pr. ABOUBOU Hachemi and MR.
BERGHOUT Abdelghafour; we hope you find our work worthy of examination.
We also take great pleasure in extending thanks to our teachers: Dr. MEGGULLATI Riadh,
Dr. GOLEA Tahar, Pr. ABOUBOU Hachemi, Dr. HELLALET Souhila, Dr. GUERZA Radia, Dr.
GHODBANE Nacira, and Pr. NEDJAI Mohamed Salah for epitomising the concept of ‘Role-Model
Teacher’ and for their guidance and motivation during our career at the department of English,
Batna 2 University.
V
TABLE OF CONTENTS
Abstract.................................................................................................................................................I
Acknowledgements..............................................................................................................................II
Table of Contents................................................................................................................................III
List of Tables.....................................................................................................................................VII
List of Figures..................................................................................................................................VIII
List of Abbreviations..........................................................................................................................IX
Chapter I: Introduction
Background of the Study......................................................................................................................2
Statement of the Problem.....................................................................................................................4
Research Questions and Hypotheses....................................................................................................5
Rationale of the Study...........................................................................................................................6
Significance of the Study......................................................................................................................7
Aims of the Study.................................................................................................................................8
Theoretical Perspective............................................................................ ............................................8
Delimitations of the Study....................................................................................................................9
Overall Structure of the Study............................................................................................................10
Chapter II: Literature Review
Introduction........................................................................................................................................12
Section One: Thematic Progression
Introduction........................................................................................................................................15
On the Roots of Thematic Progression...............................................................................................15
Functional Grammar, an Advocate for Thematic Progression......................................................16
The Headway to Meta-Functions..................................................................................................16
Thematic Progression.........................................................................................................................18
Categorizations/ Classifications of Thematic Progression.................................................................18
VI
Thematic Progression and the Issue of Coherence.............................................................................22
Thematic Progression, a Discourse Analysis Trajectory....................................................................24
Conclusion..........................................................................................................................................24
Section Two: On the Notion of Theme and Rheme
Introduction........................................................................................................................................27
Theme and Rheme..............................................................................................................................27
Theme-Rheme, a Thematic Progression Set-up.................................................................................29
Theme as a Textual Component.........................................................................................................30
Types of Theme..................................................................................................................................31
Ideational Theme (Topical)...........................................................................................................31
Textual Theme................................................................................................................................31
Interpersonal Theme......................................................................................................................32
The Effect of Mood on Theme...........................................................................................................33
Theme in the Declarative Mood....................................................................................................33
Theme in the Exclamative Mood...................................................................................................33
Theme in the Imperative Mood.....................................................................................................33
Theme in the Interrogative Mood..................................................................................................34
Previous Studies on Theme-Rheme....................................................................................................34
Conclusion..........................................................................................................................................35
Section Three: Research Articles’ Introductions
Introduction........................................................................................................................................37
Research Articles’ Introductory Sections...........................................................................................37
Research Articles’ Introductory Sections...........................................................................................39
Thematic Progression and Research Articles’ Introductions..............................................................40
Conclusion..........................................................................................................................................42
Conclusion..........................................................................................................................................43
VII
Chapter III: Research Methodology Design
Introduction........................................................................................................................................45
Choice of the Method.........................................................................................................................45
Restatement of the Research Questions and Hypotheses...................................................................46
Design of the Study.............................................................................................................................46
Population Sample and Sampling Techniques....................................................................................46
Data Collection Procedures................................................................................................................47
Data Analytical Procedures................................................................................................................47
Validity and Reliability.......................................................................................................................47
Conclusion..........................................................................................................................................48
Chapter IV: Results and Discussion
Introduction........................................................................................................................................50
Results of Theme-Rheme Analysis.....................................................................................................50
Interpretation of Data……………………………………………………………………………52
Results of Thematic Progression Analysis………………………………………………………….52
Results’ Discussion.......................................................................................................................55
Simple Linear Progression...........................................................................................................55
Constant Progression....................................................................................................................56
Derived Theme Progression.........................................................................................................57
Split Rheme Progression..............................................................................................................57
Split Theme Progression...............................................................................................................58
Conclusion..........................................................................................................................................59
Chapter V: Conclusion
Introduction........................................................................................................................................61
Summary of the Results .....................................................................................................................61
Limitations of the Study.....................................................................................................................62
VIII
Suggestions for Further Research.......................................................................................................63
General Conclusion............................................................................................................................64
References..........................................................................................................................................66
Appendices
Résumé
‫صــــخــل ــم‬
IX
LIST OF TABLES
Table Page
1. ‘Three kinds of structure in the clause’..................................................................................17
2. Thematic Progression Model..................................................................................................19
3. Constant Thematic Progression..............................................................................................28
4. An Analysed Sample of Student Writing...............................................................................29
5. Components of a Multiple Theme..........................................................................................32
6. Compatible Clauses, Themes, and Rhemes in RAIs..............................................................51
7. Frequency of Occurrence of Thematic Progression Patterns.................................................54
X
LIST OF FIGURES
Figure Page
1. Mapping of Split Rheme Progression.....................................................................................20
2. Mapping of Split Theme Progression.....................................................................................21
3. The Examples of Theme-Rheme Structures in Sentences......................................................29
4. Mood Type and Unmarked Theme Selection.........................................................................34
5. The Hourglass ‘‘Shape’’ of a Generic Scientific Research Article and Key Features High-
lighted by this Shape..............................................................................................................38
6. Frequency of Thematic Progression.......................................................................................60
XI
LIST OF ABBREVIATIONS
TP Thematic Progression
EFL English as a Foreign Language
RAs Research Articles
RAIs Research Articles’ Introductions
CARS Create a Research Space
ASJP Algerian Scientific Journal Platform
L1 First Language
L2 Second Language
XII
1
CHAPTER ONE: INTRODUCTION
Chapter I: Introduction
1- Background of the Study..................................................................................................................2
2- Statement of the Problem.................................................................................................................4
3- Research Questions and Hypotheses................................................................................................5
4- Rationale of the Study......................................................................................................................6
5- Significance of the Study..................................................................................................................7
6- Aims of the Study.............................................................................................................................8
7- Theoretical Perspective....................................................................................................................8
8- Delimitations of the Study................................................................................................................9
9- Overall Structure of the Study........................................................................................................10

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1- Background of the Study
It is widely agreed that the role of Thematic Progression (TP) in fudging together linguistic
elements and language chunks into coherent texts is substantial not only as a compositional
technique, but also as one for texts’ analytical assessment (Halliday, 1985). According to Halliday
and Matthiessen (2014), text success is contingent, in addition to grammatical considerations, on
connectivity between clauses/sentences and how semiosis engineers texts, i.e., how the stream of
meaning is instilled into a text.
Contending with the view of Daneš (1974) Thematic Progression is the choice of different
utterance and theme orderings: these orderings serve to determine the hierarchy and concentration
of the themes on the whole text to which they construct the thematicity stream. Daneš further
discussed the rhetorical devices which peculiarize textual pieces with organisational connectivity.
Furthermore, Daneš disregards the view that language is a repertoire of patterns as limitative
opposing with a counter claim that language is rather a complex of interconnections, to which TP
can serve as an interconnectedness parameter.
As TP assumes the role of information organisation in texts, it is of relevance here to bring
about the concepts of theme and rheme given their function as linking units of information intra and
inter-sententially contributing to the overall text tenacity. In line with Halliday (1994), “a message
consists of a theme combined with a rheme” (p. 38), TP is investigated with reference to the last-
mentioned two concepts. As defined by Halliday (1985), theme is the element that initiates the
sentence launching its stream of meaning which extends to the rest of the sentence into what is
deemed as rheme, which usually constitutes the sum of sentence elements that extend beyond the
main verb of the sentence in position.
Available literature in the field of English as a foreign Language (EFL) and other fields with
shared interests involving language features research examining a vast body of written materials of
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different types and genres deploying theoretical models that lucubrate the patterns of thematic
progressions in the analysed materials (Dubois, 1987; Nwogu, 1991; Adegbite and Ajayi, 1995;
Downing, 2001; Olagunju, 2004; Adegbite, 2007; Rosa, 2007; Rosa, 2013; Yan, 2015). Yet, the
materials analysed infrequently encompass the academic genre, namely, research articles (RAs).
And although analytical studies on the research articles genre are frequently conducted in the field,
and despite the extensive accounts available on nearly all the RAs sections, works that adopt
theoretical foundations pertaining to TP are seldom extant in the literature repository.
Considering the shortage in groundwork on TP germane to research articles’ introductions
(RAI) and in light of the significance of TP, engendering cohesion in writing Eggins (2004), the task
of investigating its occurrence within the RAIs perimeter posits a requisite on researchers to probe
into the anatomy of the RAIs in examination of TP patterns for the aim of inspecting the quality
knowing that the main aim for which they are composed is publication, which, in sequence, solicits
adherence by a registry of conventions.
All over the EFL research compass, in particular research that touches on writing, the
writing of authors whose English is not a mother tongue tends to meet profuse challenges. As
regards RAIs, Herrando (2013) asserts that non-native writers struggle with information
dissemination by means of RAs; other researchers attribute writing difficulties to researchers’
professional competence Hyland (2004a). To Fergueson (2007), the controversy of nativeness is
ancillary and non-nativeness of the writer does not constitute a hindering filter for writing to be
successful. Against these claims and as Bhatia (2014) suggests RAs successful composition is
largely dependent on the text-patterning and the lexico-grammatical design. Hence, TP research
devised on the research articles’ introductory sections, which according to (Swales, 2011) appoint
the texture of the entire research article, would secure a benchmark against which to evaluate RAs’s
authenticity and measure their coherence while, at the same time, providing with enchiridions that
4
would outline and modulate the process of thematisation coupled with the process of semiosis
(Martin, 1985).
2- Statement of the Problem
From the outset of the 1970s onwards, much has been said regarding non-natives’ writing.
Contemporaneously, and as opposed to the views of classical linguistics, the matter of text
cohesion/coherence has gained traction (Taboada, 2004; Ozturk, 2007). Granted the role of TP in
producing coherent texts, it proliferated across research platforms pertinent to EFL writing.
Research on TP has proven its fruitfulness in promoting coherence among non-native writers
(Belmonte and McCabe-Hidalgo, 1998). As respects to the academic genre, cohesion ascends to the
meta-functional standpoint wherein textual affinity is primal.
Prevalent in the vicinity of academia are research articles, they constitute a means toward
information dissemination, scientific publication, and professional accreditation Hyland (2016). In
the prospect of this particular kind of academic conduct, introductory sections frame the intactness
of the overall piece whilst ascertaining that the research article is devoted an effective ‘hook’
(Cetina, 1981; Gilbert and Mulkay, 1984).
Since research articles are a means of communicating scientific information, they are
required to display unanimous formats and abide by the regularities of effective writing as they are
to be shared with an audience of readers Flowerdew (2013). Within this frame of reference, vital to
compositional representation of scientific findings/information is the mantle of cohesion in the
catalysis of effective research articles (Shahrokhi and Sadeghi, 2013).
With a view to the latter concern, an abundance of research studies is supplied tackling the
quality of coherence and effectiveness of introductory sections of RAs. Most studies adopt Swales’s
model of 1990, Create a Research Space (CARS), (Bunton, 2002; Atai and Habibie, 2009; Hirano,
2009; Sheldon, 2011). Other analytical models were also used featuring diverse techniques;
however, the perusal of the semiotic skeleton of RAIs is still hard to come by.
5
As stems from the researcher’s own experience during the three years of bachelor degree
preparation, in writing courses, Written Expression and Creative Writing, and even teachers’
instructions regarding the principles of writing in other courses like ‘research methodology’, the
meta-functional aspect to writing is not allotted part in course contents nor in class-discussions.
What is covered in these instructional units does not trespass the counts of grammaticalities and/or
academic conduct norms.
The present piece of research attempts to cater for the limitedness of inquiries that
investigate the way RAIs are thematized. Further, this study deploys into service the models of
McCabe’s (1999) and Daneš’s (1974). The standard model to be exercised categorises potential
thematic progression patterns into five categories: (1) Constant Progression, Split (2) Theme
Progression, (3) Simple Linear Progression, (4) Split Rheme Progression, and (5) Derived Theme
Progression. Themes that appertain to the supra themes of preceding texts are deemed as ruptured
themes. This perlustration subjects to inspection a corpus of RAIs to analysis to inspect the effect of
the executed thematisation style on the text’s full-scale cohesiveness.
3- Research Questions and Hypotheses
Within the scope of the present study, the following pair of questions underpins the analysis:
1- What are the most frequently used thematic progression patterns in introductory sections of
research articles composed by Algerian researchers under the heading of EFL?
2- Do Algerian researchers conducting research articles with affiliation to EFL adopt similar
Thematic Progression patterning styles?
The sequent hypotheses present the conjectured premise upon whose grounds the current
investigation is undertaken:
1- Thematic Progressions Patterns of Introductory sections of EFL research articles published
on the Algerian Scientific Journal Platform are mostly confined to Constant Progression and
Linear Progression as predominant patters

6
2- Introductions of research articles composed by Algerian researchers under EFL and pub-
lished on the Algerian Scientific Journal Platform manifest different styles of thematic pro-
gression patterning
4- Rationale of the Study
Despite the vitality of writing in scholarship conduct, the attributes of effective writing
remain subject to a great deal of controversy. Views regarding linguistic meta-functionalism come
either in refutation for the singularity of language proficiency or in validation. Whatsoever the case,
the tenets of efficient writing must be clearly delineated in establishment for a general consensus in
whose province writing requirements will be at the disposal of researchers. In all respects of
academic conduct, research articles stand out as a hierarchically superior genre (Yeong, 2014;
Öchsner, 2013), and, therefore, the production of intact RAs is paramount. It is, here, appropriate to
highlight RAIs as entrances for the RA providing a to-be-read-first section for the articles, thereby,
introductory sections are cardinal and their composition should account for the quality of
interconnectedness (Crookes, 1986; Lewin et el, 2001; Samraj, 2005).
Of the suggested techniques for cohesion instalment in different written pieces is thematic
progression which engenders lexico-grammatical unity into diverse stretches of the written text.
However; TP is not a default stricture that automatically generates text synergism. TP features
diverse patterning styles that may or may not be suitable for the genre or text type produced.
Additionally, TP serves to probe analytically into written pieces of academic discourse in excursus
for the appropriateness of the executed TP patterning styles, on the assumption that materials’
authors are aware as to the concept of thematic progression and the modes for its stationing.
Given the pivotalness of TP as a discoursal parameter, it is of importance to extend its
spectrum into untouched writing paradigms/genres, namely, the introductory sections of research
articles. Worthy of highlighting is that the present study is exercised in the Algerian context: one
that is marked by considerable paucity as regards this type of analytical procedures and, tangibly,
7
knowing that the Algerian context is one in which the corpus of analysed materials a non-native
writers one providing profound insight into the current issue. In their research article, Leong et al
(2018) suggest the undertaking of a study that examines TP in the interior of RAIs.
5- Significance of the Study
The contemporary of EFL research welcomes and warrants novel research inclinations
towards delineating the attributes for effective writing. Fundamentally, the conduction of research
exploring areas dealt with in limited contexts is a sine qua non over and above the rudiments of
grammar and correctness for that it marches across meta-functional trajectories into the TP
itineraries that highlight the semiosis process from lexico-syntactic standpoints.
Given the significance of introductory sections in RAs, and the preponderancy of that latter
for authorial accreditation, research acknowledgment, and publication coupled with the necessity to
yield intact written pieces of academic artefact, research attending to coherence by virtue of
navigating through TP premises is of centrality to the field of EFL.
In this work, an analytical investigation is carried out exploring the credentials of the
process of thematisation in the writing of Algerian researchers, uniquely, in the introduction section
of RAs tackling themes of relevance to EFL. This is proceeded with in an attempt to ventilate a
topic of considerable paucity, TP, within academic grounds, purposefully, within RAIs, for field
discussion.
Research under this topic is meant to broaden insights as to instructional protocols: those
with which EFL learners, under, graduate, and also postgraduate, are taught the principles of writing,
and elaborate beyond the general views of grammaticism in favour for writing that accounts for
meaning making throughout its diverse forms. Equally, the pursuing of this theme with the RAIs
case can serve as precursor for future research of empirical dispositions targeting more in-depth
practicalities of the meta-functional structuring of academic writing.

8
Inasmuch as this study pursues the analysis of a sample-corpus produced by advanced
writers/researches, it is surmised that the conclusions drawn will serve as guidelines for novice
writers as well as serving the advocacy of integrating a course-aspect for meta-function in writing
and the process of meaning organization by means of implementing the praxis of TP.
6- Aims of the Study
The credit that TP has over the process synthesising cohesion into texts calls for extended
generalisations to cover untouched types and genres of writing. Thence, the present study procures
the objective of exploring the process of meaning making in conjunction with the structuring of
information throughout the introductory sections of RAs composed by Algerian researchers. In that,
the present study aims at analysing the data corpus to scheme out the TP patterns most frequently
used by Algerian writers in the latter respect.
7- Theoretical Perspective
With the object of manifesting the system with which TP operates in view, it becomes
indispensable to synergise the concepts of ‘theme’ and ‘rheme’ into the present functional analysis
(Trask, 2007). It is also imperative to issue a critical scrutiny in which the theoretical fundamentals
of the present study are sketched. To start with, theme and rheme signify a way of sentence parsing
which is considerably dissimilar from that of the classical subject/predicate model, in that, theme
and rheme enact the analysis at clause level wherein the theme is the point of departure for the
clause while the rheme is the everything that follows in the tail of the main verb (Halliday and
Matthiessen, 2004). As maintained by Brown and Yule (1983, p. 126), theme represents a “formal
category, the left-most constituent of the sentence”, on the other hand, a rheme is “what the speaker
states about, or regarding, the starting point of the utterance” (p. 126). According to Hoey (2005),
the text is a message in which authors impart information to their readers, in so doing, themes and
rhemes appear as two slats of each information unit presented, therein, these two slats interact in
different schemes across the text layout. Axiomatically, these schemes of interaction assign the TP
9
pattern of any given text. Apropos of TP, it epitomises a matrix for thematicity used for “the
structuring of the clause itself ... the order in which elements appear in the clause” (Thompson, 2004, p.
142). In practice, the occurrence and/or deployment of TP cannot be measured or analysed without
reference to the notion of theme and rheme.
As per the fact that TP analysis can only be effectuated with reference to an analytical model,
this paper elects the co-adjuvant model of Daneš (1974) and McCabe (1999) administrating five
categories: (1) Simple Linear Progression, zig-zag pattern, (2) Constant Theme Progression, (3)
Split-Theme Progression, (4) Derived-Theme Progression, and (5) Split-Rheme Progression.
8- Delimitations of the Study
Research in the social sciences is often challenging to conduct, and this study does not pole
apart. Factually, the theme under investigation is of scarce discussion and repercussion throughout
the existing literature broadly and with the academic writing precisely: in fact, TP has little mention
in the literature produced by Algerian researchers, and is neither put into action in the teaching of
writing skills under EFL nor is it implemented in the pedagogical training for authorial practices in
the Algerian context. Correspondingly, the present study examines the concept of thematic
progression in an analytical manner whereby the writing of Algerian advanced writers, researchers,
in or under the field of EFL is subjected to analysis for the purpose of outlining the process of
thematisation, i.e., how the Algerian writers structure thematically their compositions. The study
collects a sample-corpus of thirty six research article introductions produced by Algerian authors in
the academic year of 2020 and published on the Algerian Scientific Journal Platform (henceforward,
ASJP). Since the corpus assembled is the most recent, given that the present academic year, 2021, is
not yet to conclude, it is aimed that more fresh insights are provided. Also, provided that the data
corpus is retrieved from one source, it is expected that the study will allow for generalizability.
However, this investigation could have targeted a more in-depth grasp of the issue at hand if a
contrastive-rhetoric approach was adopted, in which case the writing of advanced writers affiliated
10
with the domain of writing in English would be compared to that of those who identify under other
disciplines. Due to time and practicality constraints, this was not possible.
9- Overall Structure of the Study
In addition to the introductory and concluding chapters, this paper consists in two broad
parts; (1) the theoretical one, comprising an introduction, a literature review of three sections, and
(2) the applied part in whose scope the methodology for addressing the present study along with the
results evoked will be open to view.
The first section in the literature review, entitled Thematic Progression, delves into the
constituency of the theory of Thematic Progression. It expounds on its emanation from the
functional and meta-functional traditions of linguistics pin-pointing, at the same time, toward its
modes of functioning as a connectedness marker of textual discourse and stressing its eccentricity to
the concept of coherence.
Likewise, the second section of the literature review brings into discussion the theory of
Theme-Rheme highlighting its role in activating and allowing for analytical measurement and
delineation of Thematic Progression in written discourse. Within this section, theme-rheme is
shown in correlation to TP and is explicated detailedly in terms of its occurrence, types, and in
connection to different sentence types.
Section three concludes the theoretical section, literature review. Dedicated to bringing into
surface the dependent variable of the researcher, it addresses the introductory section of research
articles with a particular mention of the issue of publication and the potential of the RAIs quality for
maximising the plausibility for publication. Climactically, this section presents the spot of overlap
between the dependent and dependent variables of this paper.
The third chapter is reserved, exclusively, for methodological issues. As its title, Research
Methodology, denotes, this chapter demarcates the procedures this study goes through from the
11
stage wherein data are assembled onto the stage whereby they are analysed. Per se, this chapter goes
though the methodology framework and the practical ground plan of this study.
Before arriving at the general conclusion in which a summary of the data analysed, a
presentation of the barriers the study encountered and the suggestions recommended for future
research to draw on, the paper summits in an analytical account of the data assembled: chapter four,
Results and Discussion, offers an examination for the data assembled and a discussion of the results
obtained.
12
CHAPTER TWO: LITERATURE REVIEW
Chapter II: Literature Review
1. Introduction
Interest as for probing into the core of language accrues constantly giving rise to rampant
issues attributing to manifold aspects of language. Thereupon, attempts to describe and prescribe as
well as analyse and construe are rife amidst research in linguistics broadly and under English as a
Foreign Language (EFL) particularly. In any respect, writing is never exempt from researchers’
attempts to refine language skills with reference to EFL contexts (Berry, 1996).
Writing is a process whose modes differ considerably and markedly across genres and
disciplines, and even across languages. The dynamicity of discourse is rarely characterized by
homogeneity in two or more compositions. And, as writing must be in agreement with the aims for
it which it may be deployed, it should abide by rules and regularities to ascertain not only its quality,
but also its efficacy. During the course of development of research on writing, it was only recently
that the question of coherence/cohesion stood forefront. To the end that the paradigms for effective
writing are successfully outlined, researchers are on board to comprehend the currently executed
techniques of writing in EFL as well as transpose the current modes into what theories prescribe to
be effective (Biber et al, 1998).
To that end, researchers have resorted to analytical approaches led by the development in
Systemic Functional Linguistics/ Grammar (SFL/SFG), which were originally initiated by the
Prague School and expounded on by the studies of J.R. Firth and Halliday (Trask, 2007).
Contemporary studies seek to investigate texture via marking the clause to be the primary unit of
analysis. The clause represents the point of interface of given information and new information.
And ergo, the matter of text unity is widely investigated employing the theory of Themes and
Rhemes, which, in turn, investigates the possible links that weave meaning strands together by
means of adopting discrepant models and theories (Paltridge, 2006; Thompson, 2014).
13
In agreement with Eggins (2004), the interface between themes and rhemes at clause level is
known as Thematic Progression (TP). Accordingly, research employing TP as theoretical
basis/framework is extensive throughout EFL stances: it explores and analyses different parts of
textual expositions toward arriving at an understanding of how meaning organizational modelling is
manoeuvred in writing.
On grounds of the above stated, the present chapter lends itself to navigating through the
existing literature along with reviewing the compendium of previous treatises so as to recapitulate,
scrutinize, and dilate on what is already known about TP. Likewise, this chapter aspires to trace
back disquisitions that have expatiated on the issue of TP with different compositional genres and
formats in addition to scanning across different studies that asses the quality and texture of research
articles’ introductions (RAIs) so as to debrief gaps from which to address the practical passage of
the study at hand.

14
SECTION ONE: THEMATIC PROGRESSION
Section One: Thematic Progression
Introduction........................................................................................................................................15
2.1. On the Roots of Thematic Progression...................................................................................15
2.1.1. Functional Grammar, an Advocate for Thematic Progression.....................................16
2.1.2.The Headway to Meta-Functions..................................................................................16
2.2. Thematic Progression.............................................................................................................18
2.3. Categorizations/ Classifications of Thematic Progression.....................................................18
2.4 Thematic Progression and the Issue of Coherence...............................................................22
2.5. Thematic Progression, a Discourse Analysis Trajectory........................................................24
Conclusion..........................................................................................................................................24
15
Introduction
Research pertaining to the art and modi of writing witnesses an unremitting expansion by
the day. Its tradition roots back to the Greek attempts to preserve their linguistic legacies together
with Indian grammarians, whose efforts culminated in the creation of prescriptive manuscripts,
which lay down the jurisdiction of how to use language (Matthews, 1994; Cardona, 1994). Also
recurrently administered are studies that seek to alter writing quality, in particular, writing that
identifies as academic. Per contra, comprehensive and/or holistic accounts, which would exhibit
instructional protocols toward effective writing that is concordant with the genre it attempts to serve,
are still at a premium. Congenitally, Thematic Progression (henceforth, TP) was initiated as a new
tradition all throughout the research expanse relating to writing principles and mechanisms and the
qualities of written discourse, although research on spoken language does reference mention of TP.
2.1. On the Roots of Thematic Progression
Frequently, studies are devised emulating various approaches and complying with different
research trends; whether theories, models, or otherwise. They proceed with the issue of writing
from different angles scrutinizing its grammaticality, lexical traits, and sequential mechanisms. Yet,
there is considerable paucity as regards coherence, cohesion, and inter-sentential tenacity:
Empirical research at the college level has for the most part taken two approaches to this
question, examining errors1 and syntactic features2 while generally ignoring the features of
texts that extend across sentence boundaries. Neither the error approach nor the syntactic
approach has been entirely satisfactory. (Witte and Faigley 1981, p.189)
The evolution of linguistic theory yielded several approaches in furtherance of
text/discourse analysis. Inaugurating from the structural tradition in the 1960s with figures like
Chomsky and Bloomfield, research on writing conceived of texts to be structural assortments of
linguistic elements/units. Subsequently, antecedent movements have shifted their foci toward the
16
functional properties of linguistic patterns and elements occurring in discoursal transcripts (Hall &
Koerner, 1987; Bavali & Sadighi 2008). Yet, records of TP have not yet been put to motion.
2.1.1. Functional Grammar, an Advocate for Thematic Progression
With the publication of his paper, “A Brief Sketch of Functional Grammar”, Halliday (1969)
laid the cornerstone of Functional Grammar introducing the Post-Structural movement promoting
into action research that accounts for function by means of lexical interpretation and via looking at
form and meaning as inseparable at sentence level. The functional view to language is led by the
multifarious works of Halliday. His research brought about Systemic Functional Grammar (SFG)
and/or Systemic Functional Linguistics (SFL); two traditions that have revolutionized the
perspectives of linguists and researchers investigating into language. Additionally, the propagation
of functional views throughout linguistic circles led novel waves that call for research that conjoins
syntax alongside lexicology to bring forth convenient texts. Subsequent research tendencies have
elaborated on the works of Halliday on functional grammar/linguistics and his posterior work on
meta-function: they called for new tendencies that extend beyond the clause/sentence level into
clausal connections and inter-sentential congruence (Halliday and Matthiessen, 2014).
2.1.2 The Headway to Meta-Functions
Au courant currents leading up research pertinent to EFL seek to elaborate on the writing
process, discourse construal, and composition guidelines from functional and meta-functional
viewpoints. They delved into discourse analysis (DA) by way of expanding on the works of
Halliday et al, especially those on meta-function. The latter discerns three types: 1) experiential; 2)
textual; and 3) ideational: it is from the textual meta-function that the issue of texture diverges
(Wierzbicka, 1988).
Table 1
‘Three kinds of structure in the clause’ (Thompson, 2014, p.34)
Type of
17
Did You Take Her calculator just now?
structure
experiential Actor Process Goal Circumstance
interpersonal Finite Subject Predicator Complement Adjunct
Textual Theme Rheme
As demonstrated on the above table, Thompson (2014) exemplifies the threefold meta-
functions of language as postulated under SFG/L. The table presents the different outlooks on the
basis of which analysis of lexico-grammaticality can be pursued.
Textual meta-function represents a rhetorical paradigm concerned with organisational schemata
and the subtle architecture of discourse, written or spoken. It constructs, out of separate clauses, a
coherent/cohesive text. In this regard, Halliday asserts that the function of textual meta-function is:
Specifically that of creating a text, of making the difference between language in the ab-
stract and language in use, in other words, it is through the semantic options of the textual
component that language comes to be relevant to its environment. (Halliday, 1977, p.181)
As textual meta-function is contingent on intra-clausality and thematisation, the clause acts
as the chief unit of analysis under the heading of SFL since it embodies meaning syntactically/inter-
sententially when occurring in long stretches of language, or as part of a clause-complex. In turn,
the clause encapsulates different strands of meaning in discrepantly peculiar ways. As such,
meaning, which is the sum of clause-inherent information, elicits two streams: 1) recoverable or
given meaning, theme; 2) new meaning, rheme. To fathom the indeterminate sequential patterns in
which meaning is encoded within and outside the borders of the clause, researchers, under Thematic
18
Progression, postulated different models manifesting how meaning strands coalesce at text level,
underscoring the property of text congruity (Lock, 1996; Trask, 2007; Thompson, 2014).
2.2. Thematic Progression
In his second introductory volume on SFG, Halliday (1994) proposes that TP is the
parameter that connects together strings of meaning producing a lexical nexus for a given
composition. TP, according to Thompson, forms a substantial element in any semogenic procedure,
in his words; it predestines “how speakers construct their messages in a way which makes them fit
smoothly into the unfolding language event” (Thompson, 2014, p. 117).
Rendering a stream of discourse a unisonous corpus is realized differently by different
writers/authors, however, text unity is a universal feature that must characterize a text regardless of
its genre or type. Unity is achieved semogenically by engendering meaning smoothly into syntactic
moulds. Thematic progression enables writers to achieve the latter aim via granting models that
would serve as specimens to secure/maintain coherence when writing. In addition to guaranteeing
convexity, TP models linguistic chunks for construal; it breaks down texts’ constituent parts to trace
meaning chains and assess their complementarity (Hutchinson, 2004).
2.3. Categorizations/ Classifications of Thematic Progression
Throughout the continuum of research touching on TP patterns/patterning, a great proportion
of the studies refer to the classification brought forward by Daneš’s (1974): simple linear
progression, constant theme progression, and derived theme progression (i.o.). As maintained by
Flowerdew (2013), in simple linear progression, zig-zag pattern, a consecutive transitivity marks
the progression pattern, in that, the rheme of the first clause/sentence inspires the theme of the
following one, or the theme of the subsequent clause/sentence derives its meaning or blooms out of
the rheme of the preceding clause. En route to constant progression, otherwise labelled as
‘continuous progression’, themes reiterate in the succeeding clauses: they reiterate by means of
19
synonymy and other techniques like anaphoric reference. As a sequel, in derived theme progression,
themes emanate from preceding super-ordinate terms/hypernyms.
Table 2
Danes’s (1974) Thematic Progression Model by Dejica-Cartis & Cozma (2013)
Linear Progression
Chocolate candy contains sugar plus the
naturally occurring stimulants caffeine and T R
theobromine. The sugar and the stimulants T R
can give you an emotional as well as a
physical lift.
Progression with Constant Theme
Smokeless tobaccos are an addictive and
carcinogenic as the tobacco in cigarettes, T R
cigars, and pipes. Smokeless tobaccos are T R
chewing tobacco and snuff.
Progression with Derived Theme
Three main groups were selected to take part
in the contest. Group 1 consisted of former
Olympic champions; Group 2 consisted of T R
persons with no records in Olympic contests
but famous for their participation is illegal T1 - R1 T2 – R2 T3 –R3
contests; and Group 3 consisted of
professional trainers.
20
Ensuing studies on TP elaborated on Daneš’s (1974) model proposing further
categorizations of the possible thematic progression patterns. McCabe (1999) further developed on
the notion of TP via adducing with two novel possible progression patterns. Based on her
observations, there are instances where either a theme or rheme can reiterate extensionally emerging
from the overriding hyper-theme within the themes and rhemes of subsequent sentences/clauses:
this elaboration exhibits two patterns; split rheme progression1, and split theme progression2. The
pair of proposed patterns are shown in the below figures as devised by McCabe (1999, p.175).
1 gradualism, mainly from the work of two geologists.
2 One / was the eighteenth century geologist James Hutton,
3 and the other / was Darwin’s contemporary and later close friend Charles Lyell.
T1 + R1 ( = Ri + Rii)
T2 (=Ri) + R2
T3 (= Rii) + R3
Figure 1. Mapping of Split Rheme Progression
1 ... and the blunders of the five scientists on my list / are rather different in nature.
2. Darwin’s blunder / was in not realizing the full implications of a particular hypothesis.
3. Kelvin / blundered by ignoring unforeseen possibilities.
4. Pauling’s blunder / was the result of overconfidence bred by previous success. 5. Hoyle /
erred in his obstinate advocacy of dissent from mainstream science.
5. Einstein / failed because of a misguided sense of what constitutes aesthetic simplicity.
T1 ( = Ti + Tii +...) + R1
T2 (=Ti) + R2
T3 (= T ii) + R3
Figure 2. Mapping of Split Theme Progression

21
Occasionally, when writing, or as often found in particular texts already written, writers may
fail to link information strands throughout a composition, leave transitivity gaps, or tackle units
thematized differently in different adjacent stretches. In any case, a frail spot is detected in the text.
Similar patterning failures are labelled by Fontaine (2013) as ‘Ruptured Themes’. Nonetheless, the
term is also used to label themes that are inter-textual, themes that exceed the counts of the text in
view.
Research on TP explores a sundry array of text types and genres: it scans their structure and
extracts out analytically their peculiarities and constituent elements. Wei (2013a) implemented
Halliday’s (2000) in analysing how learners of English manage to structure their writing corporately
to TP. The study examined the affinities and discrepancies latent within the units of the sample
corpus, which combines units written by advanced language users and others composed by users
with poor language skills. The study settled at concluding that progressive language learning proves
more skilful mastery of themes/rhemes distribution when writing.
Other contrastive studies subjected to comparison the writing of second language (L2)
writers on the one hand and that of natives on the second (Green et al 2000; Hu 2008; Lu 2013).
Their studies concluded that failures in patterning the TP scheme when writing are due to first
language (L1) interference, and that those deviations are the product of the effect that L1 casts on
the output of L2.
Herriman (2011) analysed the effect of thematic progression of advanced learners on the
method of development of the texts they produced. When compared with a corpus of units written
by British students, the first corpus showed deviations in that it generated a dialogic pattern similar
to conversational style concluding that text unity was less consistent in the writing of L2 users than
it is in their L1 counterparts’.
Other studies were conducted in analysis of research articles’ abstracts. Given that this genre
is exclusively mandated to exhibit certain schemata so that it gains approval for publication and
22
positive feedback in the case of publication in peer-reviewed journals. Martínez (2003) pinpoints
that L2 writers’ abstracts deviate markedly from the frequent patterns of the target language,
English. In another study conducted by Lores (2004), a TP analysis was devised to analysing
research articles’ abstracts. The study concluded with showing that the genre analysed displayed
two frequent TP patterns; linear and constant progression patterns as predominantly used.
Further waves of research on TP highlighted the factors influencing TP in the writing of L2
language users (Cai, 1998; Bohnacker and Rosén, 2008; Rørvik, 2012). Studies under this stance
concluded that L1 transfer led to deviations/transgressions from the regular patterns of English.
2.4 Thematic Progression and the Issue of Coherence
For writing to be effective, an arsenal of qualities must accompany compositional processes:
the qualities stipulated, however, extend beyond the classical boundaries of grammaticality.
Conforming to the view of Hayland (2002, 2003) (as cited in Tangkiengsirisin, 2010), syntactic
complexity and grammatical accuracy do consolidate writing effectiveness, notwithstanding,
nonetheless, is their sufficiency to rendering a text a coherent one, and therefore for writing to attain
cogency, it should also touch upon organisational devices, lexico-grammatical transitivity, and
coherence/cohesion, or texture, q.e., Halliday and Hasan (1976), illustrate the role of texture, “A
text has texture, and this is what distinguishes it from something that is not a text. It derives this
texture from the fact that it functions as a unity with respect to its environment" (p. 2).
In the words of Halliday and Hasan (1976, p.4), cohesion is defined as, “the concept of
cohesion is a semantic one; it refers to relations of meaning that exist within the text, and that define
it as a text”. Likewise, Halliday and Hasan (1989) also define coherence as the interconnectedness
of ideas throughout the text0l.
Texture subsumes all characterizing features of textual unity. Expanding on SFG/L accounts,
texture emanates from and is the product of metafunction, namely, textual metafunction, which in
the words of Bartlett and O’Ggrady (2017), allows for text unity construction, “we can identify how
23
textual metafunction weaves a text together through a range of resources to bestow the text with
texture and to structure the it as a complete whole” (p.137). To this end, TP patterning is researched
conducive to engendering coherence in discourse.
Eggins (2004) develops on the diverse techniques writers resort to in building text inter-
connectedness marking a special focus on reiteration, in linear and constant progression. In that,
reiteration by means of synonymy or lexical repetition generates cohesion inter-textually and intra-
textually. However, according to (Eggins, 2004), over-rhematisation deprives sub-themes
prominence in the text setting them in a subsidiary position. Additionally, departing from the same
point repeatedly brings monotony into the text in question. In this regard, Dubois (1987, p. 93)
refers to linear and constant progression patterns as ‘canonical’, yet, according to Enkvist (1974),
constant progression produces a static style, while linear progression brings dynamicity to the
writing style.
On the role of thematisation in text writing, (Downing and Locke, 2006) explicate that the
manipulation of syntactic patterns and grammatical patterns to assist writers in the endeavour of
producing coherent texts that have a valid texture layout is in terms of; unumbiguity, appeal, and
consistency. Similarly, (Kamler & Thomson, 2006) discuss the substantiality of TP patterning in
text writing. As they report, the starting point, theme, is paramount in outlining the scheme of the
entire text in addition to the distribution of information whether successfully, in that the themes
tackled will flow as intended by the writer and be comprehended accordingly by the reader, or
unsuccessfully, in that, themes that may be of importance are concealed or set out as additional
details, in which case, “writing seems to miss the point or wander about, or read less authoritatively
than it might” (Kamler & Thomson, 2006, p.115). As for academic texts, the starting point, usually
the theme, must be packed with a hyper-theme whose function is to tell the reader what to expect at
the very outset, in case the initial theme fails to draw a clear picture of what is to follow, the text
will only count as a descriptive account whither authors cannot display argumentation or criticality.
24
Towards advocating effective writing among (L2) learners and writers, much has been
attempted on the part of scholars and researchers. Nevertheless, outstanding is the axiom promoting
the incorporation of diverse qualities and devices, which surmount the confines of the grammar
periphery Raimes (1983). By the same token, Not (1994) argues for the paramountcy of TP in
yielding cohesive and coherent texts. Also, Downing (2001) lays claim to positive correlation
existing between TP and text coherence.
By and large, rhetorical tenacity marks hierarchical values on different language skills, in
the midst of which TP attains the topmost position. It secures a template through which writing can
be said to be effective. Furthermore, structuring a text in the corresponding TP patterns makes it
possible for writers to outlay coherent/cohesive compositions (Cheng, 2002).
2.5. Thematic Progression, a Discourse Analysis Trajectory
Embarking on the notion of ‘thematic progression’ entails, inter alia, bringing into play
aspects of discourse analysis (Paltridge, 2006). McCarthy (1991) states in report for text types that
discourse can signify highlighting that it encompasses: “newspaper articles, letters, stories, recipes,
instructions, notices, comics, billboards, leaflets pushed through the door and so on” (p.12).
Correspondingly, the discoursal trajectory toward the investigation of TP patterning proffers with
insight into the matter of text coherence. TP or Method of Development, as deemed by (Fries, 1995),
originates in the early attempts of the Prague School to study meaning as correlating with syntax.
Linguist Daneš (1974) examined the ways in which themes and rhemes interact, providing
reciprocal matrixes for one another. Ultimately, their interaction generates the TP pattern for a given
text (Halliday and Matthiessen, 2014).
Conclusion
The semogenic architecture of texts, regardless to their genre or type, is heavily contingent
on the thematic development style and techniques that the author executes while structuring the text:
they should be concordant with the type of the text securing, simultaneously, a baseline in whose
25
frame to establish firm links between different segments of the text eventually enabling the text to
be said to be coherently structured.

26
SECTION TWO: ON THE NOTION OF THEME AND RHEME
Section Two: On the Notion of Theme and Rheme
Introduction........................................................................................................................................27
3.1. Theme and Rheme..................................................................................................................27
3.2. Theme-Rheme, a Thematic Progression Set-up.....................................................................29
3.3. Theme as a Textual Component.............................................................................................30
3.4. Types of Theme......................................................................................................................31
3.4.1. Ideational Theme (Topical).............................................................................................31
3.4.2. Textual Theme................................................................................................................31
3.4.3. Interpersonal Theme.......................................................................................................32
3.5. The Effect of Mood on Theme...............................................................................................33
3.5.1. Theme in the Declarative Mood.....................................................................................33
3.5.2. Theme in the Exclamative Mood....................................................................................33
3.5.3. Theme in the Imperative Mood......................................................................................33
3.5.4. Theme in the Interrogative Mood...................................................................................34
3.6. Previous Studies on Theme-Rheme........................................................................................34
Conclusion..........................................................................................................................................35
27
Introduction
In pursuance of creating a set of norms on the basis of which to fathom how TP intervenes in
the process of discourse tenacity formulation at the syntactic and semantic strata, an elucidation on
the functional analysis of written discourse must be proffered. One way of supplying with an
analytical account on written documents’ cohesiveness is by means of anatomizing the clause into
its componential themes and rhemes. The latter serves as the separating line between traditional
grammar, analytical approaches, and the more recent approaches with the focal objective of
operating on the lexico-syntactic representation of themes and their directional rhemes (Halliday &
Matthiessen, 2004).
3.1. Theme and Rheme
The analysis of how themes and rhemes are distributed crosswise textual organisms, and
how their different interaction patterns determine the text’s transitivity direction, which, in turn
indicates the text’s genre (Martin, 1992a). In line with the view of (Brown and Yule, 1983, p.126), a
theme can be defined as, ‘a formal category, the left-most constituent of the sentence’ a theme is
accordingly, a starting point or point of departure of any given sentence. Further, a rheme is all that
comes in the tail of the theme to introduce novel information or detail. Studies on theme and rheme
analysis were devised by a number of linguists who have attempted to link between the point of
departure and the linearly additional information attached. One of those linguists is (Fibras, 1964)
who sought to associate the concept of communicative dynamism to the theme/rheme analysis. He
asserts that rhemes are more detailedly informative than themes that hint about what is primarily
declared.
To comprehend the manner in which themes and rhemes interact at sentence level, and how
they are marked inter-constituently, (Bloor and Bloor, 2004) presents with an exemplary archetypal
model that exhibits the demarcation and bisection of themes and rhemes within a clause/sentence.
Table 3
28
Constant thematic progression (Bloor and Bloor, 2004, p.88)
Clause Theme Rheme
1 Oprah Winfrey was born in Mississippi on January
29,1954.
2 when she was 19 years old
3 she became the African-American news
anchor on WTVF-TV in Nashville.
4 She began the Oprah Winfrey Show,
one of the most popular talk shows
in the United States.
5 She got remarkable success in this
program.
6 She finally formed a company and bought her
own show.
To supply with definitions for the concepts of ‘theme’ and ‘rheme’, Halliday (2014) asserts,
in description for the former, “that which the clause is about” (p. 89). In definition of the latter
concept, rheme, (Cummings, 2003, p.133) maintains, “part of the assembly of the new information
that the text offers”. Themes constitute “the point of departure” for the clause (Halliday, 2014, p.99):
their role is to initiate the subject or, as the name suggests, ‘theme’, that is being tackled at the
outset or left-most module of the clause. Progressing forward, meaning is manifested as diverging
from the starting point, theme, in furtherance of the lexical stream that frames the rheme or
“everything else that follows in the sentence which consists of what the speaker states about, or
regarding, the starting point of the utterance” (Brown and Yule, 1983, p.126). So to present with a
representational sample of how themes and rhemes are combined together in fulfilment of meaning
29
making at sentence level, Thompson (2014) suggests an exemplar that models the diverse ways in
which meaning progresses intra-sententially.
1. Yellow canaries have been used to ‘test’ the air in mining for centuries.
2. Miners have used yellow canaries to ‘test’ the air for centuries.
3. In mining, yellow canaries have been used to ‘test’ the air for centuries.
4. To ‘test’ the air in mining, yellow canaries have been used for centuries.
5. The air has been ‘tested’ in mining for centuries by using yellow canaries.
Figure 3. The Examples of Theme-Rheme Structures in Sentences (Thompson, 2014, p.147)
3.2. Theme-Rheme, a Thematic Progression Set-up
Along what has been elucidated regarding the nature of themes and rhemes, it can be said
that they function to allocate TP with a modular apparatus. As Yan (2015) put it, “To make it simple,
Theme is the first constituent of the clause, all the rest of the clause is simply called the Rheme”,
themes initiate the sentence whereas rhemes conclude it providing, concurrently, details expanding
on the meaning instilled in the theme, and, in some cases, providing a baseline for further details or
discussion to be integrated. Equally, Daneš (1974) affirms that it is only by the agency of themes
and rhemes and their interaction modes sententially intersecting the text that thematic progression
can be diffused into any particular text, again, it is not possible to skim probingly through the texts
fragments in search for how meaning is skeletoned in the absence of theme-rheme. In the following
table Kraus (2018) illustrates how theme-rheme is utilized in TP analysis:.
Table 4
An Analysed Sample of Student Writing (Kraus, 2018, p. 52)
Theme Rheme Progression
People smoke marijuana in hand-rolled cigarettes and use
pipes or water pipes (called bongs).
It can also be used to brew tea. Linear

30
Moreover, it can be sold or consumed for medicine. Constant
It is edible when we cook it with brownies, cookies, or Constant
candies.
In addition, it can be ingredients such as honey. contains more than Constant
60 chemicals known as cannabinoids.
Marijuana contains more than 60 chemicals known as Constant
cannabinoids.
It can affects directly to our brain. Constant
When we smoke it will be high and cannot stop laughing. Periph. we
too much we Linear
Gap
It is popular used by among teenagers and adults.
Moe than 1 in 3 have tried marijuana according to Periph. there
peope in America newhealthadvisor.com. Meta-textual
There are many debates about marijuana in many countries.
Thus this essay is going to talk about marijuana should made legal or
not?
3.3. Theme as a Textual Component
The writing process manipulates a number of devices when building the structure for a given
text; however, with reference to meaning making, the process commences at the level of ‘theme’.
The textual formation of discourse is known as the textual component. It is defined by Halliday
(1994) as, "the ‘textual’ component in language is the set of options by means of which a speaker or
writer is enabled to create texts" (p. 161). Halliday (1994) asserts that themes and rhemes are the
core organizations modules, and more categorically, the theme holds the primary charge as the
31
‘point of departure’ not only for the sentence or clause, but for the overall text. Furthermore, and in
support for the consensus of ‘point of departure’, Halliday upholds that, “theme provides the
environment for the remainder of the message, the Rheme." (Halliday, 1994, p. 67). Similarly, to
Davies (1997) holds that themes initiate the semantic journey for the text.
3.4. Types of Theme
Different sentence formats entail different sentence structure implying, ultimately, that
different types of themes control the process of meaning making. Resultantly, different TP patterns
are constrained by the theme type if they are to be marked on a text. Ergo, the following ‘theme’
classification is postulated by (Gerot and Wignell, 1994).
3.4.1. Ideational Theme (Topical)
When a sentence starts in a nominal group, the theme of the sentence is deemed a topical
one, although not regularly. In such cases, themes may take one of the following forms: nominal
group complexes, adverbial groups, embedded clauses, and prepositional phrases. In case the theme
of a clause/sentence is a subject it is called ‘unmarked theme’ whereas in cases where the theme of
the clause is not a subject, it is referred to as ‘marked theme’. The topical theme is also likely to
converge with textual and interpersonal themes
3.4.2. Textual Themes
In the act of linking a clause to its context, conjunctions and/or discourse marker are used, in
that, they attach additional ‘fragments’ to the clause or as otherwise called ‘adjuncts ‘. The function
of this latter is neither discoursal nor is it communicative, i.e., it is not intended to communicate an
experiential or interpersonal meaning. It functions as a cohesive device linking clauses whose
formulae are deprived themes or rhemes of pertinence to subsequent/preceding clauses in the text,
although not always.
3.4.3. Interpersonal Themes

32
In instances where authors display their judgmental claims as to modify, consolidate, or
oppose meaning sequences, they tend to opt for discoursal ‘expressions’ that operate the desired
function, in such cases, writers may use modals, mood markers, or vocatives. These expressions or
sentence elements assume initial positions in sentences and, as such, they are deemed themes,
interpersonal themes.
The ensuing table proposed by Halliday (1994) illustrates the types of themes and their
componential elements:
Table 5
Components of a multiple Theme (Halliday, 1994, p. 54)
Metafunction Component of Theme
Textual Continuative (discourse signallers/ Markers: yes, no, well, oh, now,
which signal that a new move is beginning)
_ Structural (conjunction: and , or, nor, either, neither, but, yet, so, then,
when, while, before, after, until, because, even, in case… or WHrelative:
which, who, whose, when, where, that…) _
Conjunctive: relate the clause to the preceding text such as that is, for
instance; rather; in any case; in fact; in short; actually; and, also,
moreover; but, on the other hand; instead; meanwhile, then; likewise; so;
if; yet; as to that;
Interpersonal vocative: any item used to address such as a personal name.
_ modal: any of the model Adjunct which expresses the speaker’s
judgment regarding to relevance of the message such as probably,
possibly, certainly, perhaps, maybe; usually, sometimes, always;
occasionally, generally regularly; of course…; I think, in my opinion,
personally; frankly, to be honest; honestly; please, kindly; evidently;

33
hopefully; in general; strictly speaking; wisely; to my surprise…
_ mood-marking: a finite verbal
operator
_ WH (interrogative or relative)
Experiential Topical (participant, circumstance, process)
3.5. The Effect of Mood on Theme
As sentence mood varies across different structures, theme position may shift, change or
imply a different focus from which to analyse, in the case of TP. Sentence mood does not always
abide by the declarative framework. In that, a theme may be affected by sentence mood in
exclamative, imperative and interrogative cases. This implies reviewing the four sentence moods
3.5.1. Theme in Declarative Mood
In the opinion of Eggins (1994), the analysis of theme within the declarative mood is the
most “straightforward” (p. 284). Whenever the sentence/clause is declarative in nature, the initial
element, usually, the subject is the theme making it plain to mark the remainder of the unit as
‘rheme’.
3.5.2. Theme in the Exclamative Mood
Gerot and Wignell (1994) agree that conceding that the mood of the clause is exclamative,
the theme, usually, incorporates in wh-formats in addition to a nominal or adverbial group.
3.5.3. Theme in the Imperative Mood
As Eggins (1994) put it, the clause the imperative mood does not consist of finite elements
and does not have a subject. The clause usually opens in a predicator, in which case the predicator
will assume the role of the theme as a marker of transitivity.
3.5.4. Theme in the Interrogative Mood

34
It is stated by Halliday (1994) that in question forms, yes/no, the expression of polarity is
the element that functions as the theme. Similarly, in wh-formats, it is the wh-format that takes on
the role of the theme in the clause.
In this figure presented by Zha (2019) the interface between theme and mood is illustrated:
MOOD of clause Typical (‘unmarked’) Theme
Declarative Nominal group functions as subject
Interrogative: First word (finite operator) of verbal roup plus nominal group
yes/no functioning as Subject
Interrogation: wh- Nominal group, adverbial group or prepositional phrase functioning as
interrogative (wh-) element
Imperative: ‘you’ Verbal group functioning as Predicator, pluspreceding don’t it negative
Imperative: ‘you Let’s plus preceding don’t if negative
and me’
Exclamative Nominal group or adverbial group functioning as exclamative (wh-)
element
Figure 4. Mood Type and Unmarked Theme Selection (Zha, 2019, p. 19)
3.6. Previous Studies on Theme-Rheme
A bulk of studies was officiated in investigation for the concept of theme-rheme
emphasising its role. Jalilifar (2010) asserts that one way of reinforcing connectivity in writ ing is
via thematic organization, which sequentially, cannot be effectuated if unescorted by knowledge of
theme-rheme. Turn to account
In promotion of the vitality of turning to account theme-and rheme, herein, significantly
theme, Wang (2007, pp. 173-174) affirms,
The notion of Theme can show students how to read effectively by paying attention to the
first paragraph, the topic sentence of each paragraph, and Theme of a clause. Generally, the
35
first paragraph orients a reader to what the text will be about and predicts the topic sentences
of each paragraph of the text. A topic sentence orients a reader to what a paragraph will be
about, and it tends to predict the Themes of the sentences in the paragraph. Theme of a
clause orients a reader to the message in clause.
In a study conducted by Jiang and et al (2015), the results pointed toward the efficacious-
ness of implementing the theory of theme-rheme in the teaching:
The application of theme –rheme theory provides teachers with a good approach to teaching
reading. By analyzing thematic structure in the text, readers can not only identify the im-
portant information and track the writer strain of thought, but also accelerate their reading
speed. Due to limited short-term memory, following the Themes of sentences and para-
graphs enables readers to remember the most important information, and therefore it con-
duces to comprehension improvement (Jiang, 2015, p. 21).
Conclusion
In sum, theme-rheme theory positions at disposal a modular dichotomy that assists in
writing instruction. It secures a model that allows for the ability to fathom how meaning is to be
deposited throughout a text given that it breaks down the basic componential aspect of the text,
clause, into two poles illustrating, at the same time, how different organizational patterns of these
two poles makes for the lexico-grammatical construction of the text. Additionally, theme-rheme
theory constitutes a prerequisite model if one is to analyse/develop the thematic development for a
particular text.
36
SECTION THREE: RESEARCH ARTICLES’ INTRODUCTIONS
Section Three: Research Articles’ Introductions
Introduction........................................................................................................................................37
4.1. Research Articles’ Introductory Sections...............................................................................37
4.2. Research Articles’ Introductory Sections...............................................................................39
4.3. Thematic Progression and Research Articles’ Introductions..................................................40
Conclusion..........................................................................................................................................42
37
Introduction
As agreed on by Swales (1990), introductory sections of RAs constitute a barrier for
researchers to get started, often because this section compresses a load of information from the
entirety of the RA into a one single body. RAIs are cardinal to the effect an RA can have due to their
being the first section to be read Safnil (2013), thereby; it is of current interest to display subtlety
and skilfulness when producing this section. Addedly, the introductory section of RAs has been
subject to extensive research analysing its forms and outlining how it should be composed, (Swales,
2004; Hirano, 2009; Loi and Evans, 2010; Sheldon, 2011; Rakhmawati, 2013).
4.1. Research Articles and Publication
Controversial on scientific grounds is the role of English in securing the doorway to
scientific publication. In fact, it is argued that native writers themselves do encounter obstacles
when producing and/or submitting their papers for approval: their hurdles transcend over the purely
linguistic aspects of the composition language into the circle of narrative, design, and coherence and
hardships akin. As pointed out by Swales (2004, p,57) “being an EL scholar in a well-
resourced setting is certainly no guarantee of eventual publication, nor does being an
isolated, off-network EIL author doom one to rejection. Clearly, authorial agency is far from being
a negligible factor”. This idea is further developed by Mišak et al. (2005):
There are deeper and more significant problems with manuscripts by NNES authors than the
use of the English language per se: their limited knowledge of study design, poor narrative
organisation . . . and unawareness of the specificities of the medical scientific language (p,
129).
Other researchers, contrariwise, argue for the role that mastery over the linguistic system of
English plays in facilitating the production and publication of scientific work (Flowerdew, 1999a;
1999b; 2000; 2001; 2007; Lillis and Curry, 2004; Kaplan and Baldauf, 2005; Li 2006)
38
In any event, and as agreed by (Nunan and Forey, 1996), the raison d’être of English as an
authorial language is one of vitality in the field of scientific research. As such, writing in English
entails, over and beyond acquaintance with grammaticalities, mastership over the meta-functional
aspects of the language at issue. With that being the case, research articles chances of gaining
approval for publication are to be increased if they are characterised by cohesion and connexity of
both content and lexical layout. Shahrokhi and Sadeghi (2013).
Research under the so-called ‘developed world’ is a protraction of the seventeenth century
European scientific tradition. It is an immediate repercussion of the spread of the ‘scientific
method’, which implies that research is highly systematic endeavour and not one to be viewed as
random (Ziman, 1978). Another milestone in the development of the notion of scientific research is
the social profile to the issue: over that development, research became a product for dissimaniation
to peer-reviewed journals, scientific committees, and members of the academic community (Ziman,
1978).
It is argued among researchers that the aim behind the exertion of research is guided by the
aspiration for publishing. To Derntl (2003), publishing is one integral motive among the steps for
conducting research. Despite the fact that, to many others, the final step to research conductions is
the synthesis of findings, Derntl (2003) provides that publication is the vertex to the process.
However, Day (1988) went further to state drastically that publication is the ‘ultimate’ objective
behind pursuing research. In promulgation for the significance of publication, Wellington (2003, pp.
1-5) enumerates the outcomes of research publishing; “improving your professional opportunities,
influencing people, financial rewards, and personal reward”.
As the demand for publishing grows by the day, it is important to account for factors that
would assist researchers in producing RAs that fit the publication guidelines of the scientific
community to which they belong. Herein, introductory sections, given that they constitute the
39
section that is read first, provide an assistive factor that would increase approval rates if its quality
is allocated care by the author.
4.2. Research Articles’ Introductory Sections
It is agreed that, at their basic, research articles are composed of: Abstract, Introduction,
Literature Review, Methodology, Results, Discussion, Conclusion, and References. As Katz (2006)
put it, the linear structure of research articles appoints the directionality for the paper and sets each
element within its frame so that readers would know what to expect in each section and its objective.
While the linear structure of RAs may subject to variance in response to journals; guidelines or
other types of guidelines, introductions remain the in their initial position, right subsequent ly to the
abstract (Safnil, 2013).
As illustrated by Swales and Feak (1994), introductory sections of research articles are have
three main functions:
An introduction will usually have three primary functions: (1) discussing the research area
by referring to the relevant literature; (2) demonstrating an area where more information
could or should be added to the literature; and, (3) outlining the current study in terms of re-
search objective, main findings and/or structure (Swales & Feak, 1994) as cited in (Burrows,
2011, p.11).
The basic structure of the research article showing the position of the introductory section is
demonstrated in this ‘hourglass’ diagram by Cargill and O’Connor (2009):

40
Figure 5. AIMRaD: The Hourglass ‘‘Shape’’ of a Generic Scientific Research Article and Key
Features Highlighted by this Shape (Adopted from Cargill & O’Connor, 2009, p. 10)
4.3. Thematic Progression and Research Articles’ Introductions
Given the status of English as a contemporary lingua franca, the need is felt to advocate its
prevalence within domains of use for that it constitutes a fresh code via which writing can gain
grounds and ample repercussions. Research under EFL has undergone radical changes which are
concomitant with the evolution of linguistic theory and the methodology of language teaching as
these latter two fields bring about new insights into language, its structure, how it is learnt, and how
to teach it (Forey,2002).
41
In alignment with the view of (Thomas and Hawes, 1994), research articles constitute a
genre that identifies under the umbrella of academic discourse: they are characterized by
standardized features contingent on unanimous conventions. As such, the writing of this particular
genre stipulates, in addition to knowledge of the language, adroitness over the rhetorical structures
exclusive to the genre under question (Asem and Mehmood, 2014).
Voluminous are works that operate on the academic discourse genre. Their proliferation
across research spheres urges researchers to accentuate on its many forms and formats. Among the
prevalent forms of academic discourse are research articles (RAs): they serve to chart a shortcut to
disseminating research findings alongside securing the doorway to publication. Given the
demanding nature of writing for academic purposes, research conducted to inspect into the
physiognomy of writing should not hover solely around the canon of grammaticality but should
conjointly overstep into coherence/cohesion boundaries, before all else, if research is to scrutinize
writing at large (Asem and Mehmood, 2014).
Transversely in research, myriads of works adopt a discourse analysis approach to assaying
inter-sentential unity in RAs. These studies select discrepant sections of the RAs as object of
inquiry for their analyses, case in point, RAs’ abstracts (Supatranont, 2012), RAs introductions (Khani
and Tazik, 1997; Jalilifar, 2010), RAs methodology sections (Huang, 2014), and RAs conclusions (Arsyad,
2013).
With reference to research articles, form and content are two poles that overlap at the
discourse level. Fundamentally, form and content should contrive seamlessly, and only via
constructing congruence between them can writing be said to be effective (Swales, 1987; Epstein et
al, 2005).
Granted that introductory sections in RAs provide entrance into the research article, their
streamline must ease readers into forming an understanding of the topic, its background and how it
is structured. Examining coherence, cohesion, and texture in RAIs would, among other things,
42
provide a standard-procedure for writing to amalgamate form and content with respect to TP, to,
ultimately, sophisticate the material quality (Finlay, 1997; Ozturk, 2007).
Conclusion
Although there is little research on research articles’ introductory sections, yet, available
literature suggests that introductory sections of RAs are as important as the remaining sections of
the RA. In fact, some assert that RAIs are the most important section in the research article. That
given, it is crucial to invest existing analytical models on this section to explore more efficient
compositional techniques.
43
5. Conclusion
Against what has been ostended, little or no mention of thematic progression in RAIs is
recorded. Moreover, introductory sections of research articles are largely exempt from analytical
investigations under the heading of TP. Shortage in these disquisitions posits an exigency for
inquiry that would cater for the insufficiency of material manifesting, in the field, the hurdles
encountered in the construction of cohesion for introductory sections of RAs, namely, in connection
to TP.
44
CHAPTER THREE: RESEARCH METHODOLOGY DESIGN
Chapter III: Research Methodology Design
1. Introduction....................................................................................................................................45
2. Choice of the Method.....................................................................................................................45
3. Restatement of the Research Questions and Hypotheses...............................................................46
4. Design of the Study.........................................................................................................................46
5. Population Sample and Sampling Techniques................................................................................46
6. Data Collection Procedures............................................................................................................47
7. Data Analytical Procedures............................................................................................................47
8. Validity and Reliability...................................................................................................................47
9. Conclusion......................................................................................................................................48
45
1. Introduction
In light of the antecedently presented monograph of theoretical attributes of the theories of
Theme-Rheme and Thematic Progression and their hypothesised appeal to introductory sections of
research articles, the present chapter attempts to supply with a portrayal for the course of action
turned to account in targeting the applied quotum of this study. It reports on the methodological
selections enacted and the rationale behind each as well as providing with a general discussion of
the methodical framework of the present paper.
2. Choice of the Method
EFL research recognises two main ‘streams’ or ‘approaches’ according to the nature of the
data to be dealt with; quantitative and qualitative. According to Hughes (2010) there are six
determinant factors of whether to opt for a quantitative or a qualitative research approach. Among
these factors, he mentions the research objectives, questions, and the approach selected by previous
researchers when addressing similar issues or issues of the same nature and/or scope.
Fundamentally, and as evidenced by the review of existing literature, the theory of Thematic
Progression as an analytical model that seeks to qualify discourse as coherent or incoherent
apropos the way in which meaning is schemed out within a given text. Because the present
investigation does not diverge apart, the qualitative approach is inclined toward.
Within the framework of the qualitative design, and as the nature of the data implies, the
present study exerts into action the descriptive-qualitative as a research method. By the same token,
studies conducted by (McMillan, 1992; Creswell, 2003; Silverman, 2005; Alwasilah, 2008) report
the utility of this method in analysis, description, categorisation, and interpretation of data. The
practicability of the descriptive-qualitative method is further elaborated by Vaismoradi et al (2013,
p.399),
46
The value of qualitative description lies not only in the knowledge that can originate from it,
but also because it is a vehicle for presenting and treating research methods as living entities
that resist simple classification, and can result in establishing meaning and solid findings.
3. Restatement of the Research Questions and Hypotheses
In view of the fact that this study is built on the two premises: (1) introductions of research
articles introductions produced by Algerian researchers on EFL and available on the Algerian
Scientific Journal Platform feature different thematic progression patters, (2) the overriding
thematic progression styles in introductory sections of Algerian research articles, which are
relevant to the area of EFL, and published on the Algerian Scientific Journal Platform are Constant
progression and Linear Progression, the present study aims at responding to the queries regarding
the overriding thematic progression pattern used by Algerian researchers in writing introductory
sections for their RAs as well as to whether or not Algerian researchers adopt similar patterning
styles of TP when composing introductions for their RAs.
The placement of this method is coupled with the Systemic Functional Linguistics (SFL)
model of analysis, Theme-Rheme, which according to (Halliday1994; Eggins 2004) proves
effective in authorising TP analysis.
4. Design of the Study
Centred on the research objectives stated beforehand, the undertaking of this process,
methodologically, is a two-fold procedure:
1- Applying Theme-Rheme analysis to the segmented units of each item in the data corpus.
2- Identifying the TP pattern in each item within the corpus.
5. Population Sample and Sampling Techniques
The sample of this study is a corpus of thirty six research articles introductions, written by
Algerian researches with reference to the field of EFL, selected purposefully from the Algerian
Scientific Journal Platform (ASJP). The sampling technique applied is a non-randomised purposive
47
one: it is guided by the aim of obtaining a sample-corpus that is ‘fresh’ and up-to-date, as such, the
sample-corpus comprises introduction of research articles published in the year of 2020 since it
represents the most recent ‘concluded’ academic year.
6. Data Collection Procedures
The data for this study derived are from a document-analysis procedure which sets
compatible units from introductory sections of RAs authored by Algerian writers and published on
ASJP for analysis. Since the data are inherent within the sample items, the sample itself represents
the data for this paper. The sample collection is based on a filtered-web-search on the ASJP wherein
the filter-search entailed that the search-results feature items composed by Algerian researchers,
given that the platform publishes for non-Algerian researchers, under the field of EFL in the year of
2020.
7. Data Analytical Procedures
The analysis of data under this investigation undergoes the following stages:
1- Reading introductory sections of each article to identify the compatible analysis units, claus-
es.
2- Enumerating the clauses of each RAI.
3- Identifying the theme and rheme for each clause using the Theme-Rheme model while seg-
menting them for analysis, manually.
4- Identifying Thematic Progression patterns of each sample item, RAI.
5- Determining the predominant TP pattern for each datum.
6- Determining the predominant TP pattern for the entire sample
8. Validity and Reliability
On grounds of the qualitative, interpretivist, underpinning the nature of the study under
perusal, validity and reliability as research measures for qualitative research are debatable among
48
scholars. In this regard states Watling (1995) (as cited in Winter, 2000, p. 7), “Reliability and
validity are tools of an essentially positivist epistemology”.
Various researchers agree on the need to ascertain reliability in qualitative research, despite
the assertion refuting its practicality under this paradigm, in that, they propose the concept of
trustworthiness which calls, in the case of manual analysis, for re-analysis by co-researchers,
supervisors, or professional analysts (Seale, 1999; Stenbacka, 2001). Herein, in this study, the data
analysis is a three-fold one; each researcher analyses the data on their own producing two analyses,
then follows a comparison and third analysis by both researchers for to insure rigour.
As for validity, it is suggested by Creswell & Miller (2000) that the quality of validity pivots
on the researcher’s perception of it as well with the study assumptions. With this in consideration,
many researchers have set to construct their own concepts of validity adhering to the maxim of
‘trustworthiness of rigour’ (Lincoln & Guba, 1985; Mishler, 2000; Davies & Dodd, 2002).
9. Conclusion
The paucity of analytical accounts on the notion of thematic progression in the academic
genre, precisely with RAIs, renders the process of designing a methodology design for this study a
challenging one. This chapter presents the methodological tool-kit manipulated for the attainment of
the research aims of this study. It highlights the researcher’s selection of the approach, method, and
tools adopted rationalising the each choice and its merits. The application of this design follows in
the next chapter whereby the data will be put to practical examination.
49
CHAPTER FOUR: RSULTS AND DISCUSSION
Chapter IV: Results and Discussion
Introduction........................................................................................................................................50
1. Results of Theme-Rheme Analysis Results…………………………………………………...50
1.1. Interpretation of Data…………………………………………………………………….…52
2. Results of Thematic Progression Analysis…………………………………………………... 52
2.1. Results’ Discussion.................................................................................................................55
2.1.1. Simple Linear Progression.............................................................................................55
2.1.2. Constant Progression......................................................................................................56
2.1.3. Derived Theme Progression...........................................................................................57
2.1.4. Split Rheme Progression................................................................................................57
2.1.5 Split Theme Progression..................................................................................................58
Conclusion..........................................................................................................................................59
50
Introduction
This chapter unfolds the results obtained from the analysis devised for discussion. The
results are the product of scrutiny of introduction sections of thirty six RAs of Algerian researchers
published on ASJP. The present chapter commences with laying down the results of the first-phase
analysis, theme-rheme analysis. It then advances towards the second phase where the TP analysis
results are displayed and discussed.
1. Results of Theme-Rheme Analysis
Theme-Rheme analysis was applied manually to each of the thirty six RAIs assembled
breaking down texts into clauses. It is worth noting here that the clauses compatible for analysis are
only clauses that have a theme and rheme, usually a subject and predicate in declarative sentences
and the wh-segments and/or primary verbs in the case of interrogative sentences. Again, the analysis
features the number of clauses, themes, and rhemes for each RAI, while the RAIs are referred to
using numbers which are assigned to the sample items on the basis of alphabetical ordering. The
results are shown in table
Table 6
Compatible clauses, themes, and rhemes in RAIs
Research Number of Number of Number of
Articles Compatible Themes Rhemes
Introduction Clauses
Number
51
1 17 17 17
2 12 12 12
3 44 44 44
4 11 11 11
5 4 4 4
6 17 17 17
7 9 9 9
8 12 12 12
9 32 32 32
10 18 18 18
11 16 16 16
12 13 13 13
13 18 18 18
14 24 24 24
15 22 22 22
16 9 9 9
17 35 35 35
18 9 9 9
19 20 20 20
20 RAI is integrated with the background section
21 45 45 45
22 17 17 17
23 8 8 8
24 47 47 47
25 34 34 34
52
26 18 18 18
27 26 26 26
28 (Not authored by an Algerian researcher)
29 51 51 51
30 10 10 10
31 25 25 25
32 17 17 17
33 19 19 19
34 12 12 12
35 14 14 14
36 7 7 7
1.1. Interpretation of Data
As shown in table ( ) the results feature identical numbers of clauses, themes, and rhemes at
the level of each analysed RAI. This is because only clauses that contain a theme and a rheme were
extracted for analysis, i.e., each clause containing a theme and a rheme is summed and the total
number of clauses assembled implies directly that the number of those clauses is identical to that of
the themes and rhemes each clause encompasses (clause = 1 theme + 1 rheme = 1 clause, 1 theme, 1
rheme). Some RAIs, however, show remarkably different results than others in that they have less
or more clauses. Some RAIs tend to be lengthy and, thus, have more clauses, while others are short
and, thereby, tend to have fewer clauses. Nevertheless, the length of the RAI is not an absolute
indicator of the number of ‘compatible’ clauses as some writers tend to use relative clauses and
compound-complex sentences more than others resulting in the construction of lengthy sentences
containing, at times, only one clause upon which the current model of analysis is applicable.
2. Results of Thematic Progression Analysis

53
Within the second phase of analysis, after themes and rhemes were identified in each clause
found compatible, the relationship between subsequent clauses was determined on the basis of
interrelatedness between themes and rhemes of these clauses using the TP theory to identify the
types of interaction between the analysed clauses, in other words, the clauses found compatible for
analysis were analysed using the TP model to extract the thematic progression patterns of each
analysed RAI. The results of the analysis applied are demonstrated in table ( ) show the frequency
of occurrence of each TP pattern. Once more, RAIs are presented numerically while each RAI is
represented with a number assigned on the basis of alphabetical order.
Table 7
Frequency of occurrence of thematic progression patterns
Number of Times of Occurrence/ Frequency of Occurrence
Research Article Constant Split Theme Split Rheme Simple Linear Derived
Introduction Progression Progression Progression Progression Theme
Number Progression
1 4/44.44% 0 1/11.11% 4/44.44% 0
2 1/25% 0 0 2/50% 1/25%
3 10/37.03% 0 1/3.70% 15/55.55% 1/3.70%
4 3/42.85 0 0 4/57.15 0
5 1/33.33% 0 0 1/33.33% 1/33.33%
6
2/22.22% 0 0 6/66.66% 1/11.11%
7
1/25% 0 0 3/75% 0
8
0
0 1/12.5% 7/87.5% 0
9 0
6/40% 0 5/33.33% 4/26.66%
54
10
1/16.66% 0 1/16.66% 4/66.66% 0
11
1/10.10% 0 0 10/90.90% 0
12
5/62.5 0 0 3/37.5% 0
13
10/66.66% 0 0 5/33,33% 0
14
4/26.66% 0 0 11/73.33% 0
15
2/25% 0 1/12.5% 5/62.5% 0
16
1/33.33% 0 0 1/33.33% 1/33.33%
17
4/23.52% 0 0 13/76.47% 0
18
2/28.57% 0 0 5/71.42% 0
19
1/8,33% 0 0 10/83.33% 1/8.33%
20
Special case / / / /
21
8/26.66% 0 0 20/66.66% 2/6.66%
22
1/16.66% / / 5/83.33% /
23
0 0 0 5/83.33% 1/16.66%
24
12/48% 0 1/2% 12/48% 0
25
10/45.45% 0 0 11/50% 1/4.54 %
26
1/11.11% 0 0 8/88.88% 0
27
3/25% 0 0 9/75% 0
28
Special case / / / /
29
5/17.85% 0 0 21/75% 2/7.14%
30
0 0 0 4/100% 0
31
2/15.38% 0 0 11/84.61% 0
32
3/30% 0 0 5/50% 2/20%
33
2/33.33% 0 0 3/50% 1/16.66%
34
2/33.33% 0 0 4/66.66% 0
55
35
5/62.5% 0 0 3/37.5 0
36
1/33.33% 0 0 2/66.66% 0
Total N° 114 0 6 227 19
366
% 31.15% 0% 1.64% 62.02% 5.19%
100
2.1. Results’ Discussion
As can be seen in the above table, TP patterns fluctuate unevenly across the sample units.
Writers evoke different styles in linking information within each sample unit and, hence, each RAI
is a combination of diverse patterns. Ostensibly, the results exhibit that the overall style waver
broadly between three predominant TP patters; Simple Linear Progression, Constant Progression,
and Derived Theme Progression. The occurrence of Split Theme Progression is not recorded while
that of Split Rheme Progression is infrequent in comparison to other patterns.
2.1.1. Simple Linear Progression
Prevalently featuring with the utmost incidence is Simple Linear Progression pattern. In line
with the predominance of this pattern, it is claimed by Daneš (1974) that is the most basic pattern; a
statement that justifies its ubiquity over not only this genre of writing but over a legion of other
types/genres of writing. This type of TP patterning thematises subsequent clauses under the aegis of
precedent rhemes resulting in digression. The following example is an illustrative extract for the
course of action of this pattern (taken from article 25):
[1] Even advanced English learners, who display a good command of the English language,
still encounter communication difficulties and breakdowns. These issues are more appar-
ent when the students are faced with real and authentic communicative situations away from
the safe context of the classroom, particularly graduate students of English. They often
56
engage in various academic tasks that require effective oral communication skills such as
public events, seminars, discussions, academic talks and presentations. (Article 25)
As has been marked on the extract taken from article 25 (see indexes), the rheme of the first
clause (...difficulties and breakdowns) passes onto the subsequent clause defining its theme (These
issues).similarly, the second clause terminates in a rheme which gives rise to the theme of the
following clause.
2.1.2. Constant Progression
The analysis undertaken projects light on multiplex instances of reiteration of themes
between subsequent clauses providing reference for the second most predominant TP pattern found
in the data analysis of the present study, Constant Progression. Such cases are marked by one theme,
usually subject, trajecting into the next clause whether by direct reiteration, synonymy, anaphoric
reference, or other forms of reiteration that set discourse at a ‘constant’ path of going continuously
into the discussion of one ‘theme’. The extract bellow demarcates how this pattern of thematic
progression advances discoursally in proportion to reiteration:
[2] the Algerian educational system has gone through serious reforms. It started with the
French regime during the colonial period. Then, it shifted to the Arabicized system after the
Arabization policy (1971). By the 21st century, after the failure of the monolingual system,
the Algerian government had to welcome new policies of education in order to keep pace
with the era of globalization that required radical transformations in the objectives of educa-
tion (Mami, 2013). (Article 27)
The extract shown displays how the initial theme, which functions as the subject in this case,
reiterates in subsequent clauses taking an initial position as the subject of the clause and constituting
the theme for the two subsequent clauses. The reiteration or constancy hitherto is achieved by
57
means of substituting the noun initially used as a theme in the first clause by a pronoun, anaphoric
reference.
2.1.3. Derived Theme Progression
This type of pattern does not show frequently in the analysed materials and is recorded in
5.16%. This makes it the third most recorded pattern. Yet, its occurrence still is scarce as compares
to the two precedent patterns. This pattern is realised by means of employing a hypertheme that
overrides the immediate instance of discourse. The next passage is an exemplifier extract that
reveals how this type of patterning is manoeuvred:
[3] with social media spread, it is observed that many doctoral students and graduates who
are seeking a faculty position join groups concerned with recruitment across Algerian uni-
versities. Members in such groups continuously post and share information about Algerian
universities recruitment adverts and the number of positions offered in addition to the re-
quired conditions and speciality relatedness. Throughout reading the comments and in-
formal discussion of the group members, it is observed that novice graduates who have simi-
lar CVs in terms of qualifications and experience, share many concerns about the way em-
ployment interviews are conducted and evaluated as their performance and successful com-
munication during the employment interview which is a major part in the hiring process
could make the difference in getting the position or not. (Article 8)
Attributable to what is demonstrated in the above extract, the overriding theme is ‘social
media spread’: a hypertheme from whose meaning diverge the themes for the two subsequent
clauses showing a sequential hyperthematic relationship.
2.1.4. Split Rheme Progression
The fourth most predominant pattern is Split Rheme Progression. This patterning style is
only recorded by narrow margin. It features in cases where the themes of two clauses can be
58
contained within the theme of one clause preceding them both, i.e., the meaning of a theme of one
clause is divided into two, each of which is tackled in the theme of two clauses following in the tail
of the adjacent primary clause.
[4] Teaching Reading techniques (RT) extends over two years of training. During the
first year, students experience reading short texts by manipulating some comprehension
strategies mainly scanning, skimming for the main idea, and summarizing. In the second
year, the course objective extends to include reading complex and long materials such as
fiction and non-fiction works. (Article 1)
This extract elucidates how Split Rheme Progression is affixed and how the rheme is split
divaricately diverging into two themes launching two novel clauses. This pattern is very rare in the
sample analysed, and is not always explicitly realised neither interpretable.
2.1.5. Split Theme Progression
This TP pattern is unemployed in the selected sample. It reveals the writers’ tendency to be
linear or direct in that they present information unremittingly without blockage or splitting of
information segments.
The figure bellow manifests the percent of occurrence of each TP pattern as well as which of
them predominates the sample put to construal. As can be observed, Linear Progression overrides
RAIs with the highest occurrence percent. This indicates the propensity of writers to be direct and
their inclination toward being straightforward. This pattern also tells us that the writer is marching
forward with no structural predestination. The ensuing most prevalent pattern is Constant Theme
Progression, which like the one preceding it functions in allowance for straightforwardness of
lexico-syntactic stream, yet, they differ as per the fact that the former resorts to rhematisation by
means of rendering the primary rheme to be the point of departure , while the latter rests on
thematisation by virtue of reiteration. Derived Theme Progression follows with insignificant
incidence hinting at preference for the latter two patters. The last featuring pattern is Split Rheme
59
Progression with the minimum occurrence frequency. In drawing things to summation, it is
necessary to state that the absence of fifth pattern, Split Theme Progression, does not necessarily
hint at eschewal but can mean that the writer has not felt the need to adopt it. The following figure
summarises the second-phase analysis, analysis of thematic progression, and elicits the
predominance of each pattern over others in the selected sample
Constant Progression Split Theme Progression

Split Rheme Progression Simple Linear Progression
Derived Theme Progression
Figure 6. Frequency of Thematic Progression
Conclusion
In this chapter the analyses’ results of Theme-Rheme and TP are presented. Each phase of
analysis is allocated illustrative supports and a sequel discussion. After the results were analysed,
we can point at the effectiveness of the five-pattern model of TP analysis in enabling for the
construal of style and cohesion in writing RAIs by a community of non-native authors, Algerian
researchers whose conduct pertains to the field of EFL. The results yielded could not have been
obtained if the first-phase analysis was not launched as basis for the main analysis. On account of
the results in view, we can draw assertions as to researchers’ preferences as regards style and
coherence along with the incorporation of diverse techniques for the lexico-syntactic structuring of
their writing in this particular genre.

60
CHAPTER FIVE: CONCLUSION
Chapter V: Conclusion
Introduction........................................................................................................................................61
Summary of the Results.................................................................................................................61
Limitations of the Study................................................................................................................62
Suggestions for further Research.................................................................................................. 63
General Conclusion............................................................................................................................64
61
Introduction
The present chapter aspires to recapitulate the findings generated by this study. It equally
settles down to tackling the hurdles that this study encountered at a variety of levels. Additionally,
this chapter aims at enlisting a number of pedagogical implications by way of offering an
underpinning foundation imitating research on this topic.
1. Summary of the Results
Having applied an analytical model, Theme-Rheme and TP analyses, to a sample-corpus,
RAIs authored by Algerian writers researching on EFL, this study yielded a stack of results. The first-
phase analysis introduced a table that shows the number of analysable (compatible for analysis)
clauses, and since clauses found compatible are only those clauses which contain in them a theme
and a rheme, the table featuring the first-phase analysis results displays identical numbers of clauses,
themes, and rhemes in each RAI analysed.
Considering that the primary analysis acts as an infrastructure upon whose results the
second-phase, main, analysis can be put to motion, the second-phase analysis generates results
demonstrating the frequency of five TP patterns in the analysed material, although only four
patterns recorded.
The present paper tries to identify prevalent TP patterns within a sample of thirty six RAIs
written by Algerian researchers. It positions into play McCabe’s (1999) and Daneš’s (1974) models
integrated into one. In that, the model attempts to identify five patterns: Constant Progression, Split
Theme Progression, Simple Linear Progression, Split Rheme Progression, and Derived Theme
Progression.
Following the TP analysis, the results pointed toward Simple Linear Progression as the
dominant pattern over the sample with an incidence of 62.02%. The second most frequent pattern is
Constant Thematic Progression featuring in 31.15% of the analysed sample. Although Derive
Theme Progression is not prevalent over the sample, it recorded as the third most frequent pattern
62
(5.19%) within the sample taking a penultimate position to Split Rheme Progression which records
least in the analysis with a recurrence of 1.64%. Unlike Split Rheme Progression, Split Theme
Progression encountered an absolute absence in the sample analysed.
These results hint at the propensity of Algerian researchers, under the field of EFL, toward
sequential and straightforward writing. They also evidence that the length of the RAI is not a direct
indicator of the number of clauses neither to the number of themes and rhemes extant: some lengthy
RAIs recorded less thematic progression instances than other ‘shorter’ ones.
2. Limitations of the Study
Every research endeavour challenges researchers in a different way(s). As for this piece of
research, a number of limitations put a brake on the path to effectuation. Prior to all else, it is
significant to mention that the articles were assembled based on a filter-search on ASJP. The
problem with this collection procurement is that the filter-search featured one Item that is not
written by Algerian researchers despite directing the filter to feature only Algerians-authored
material. The platform is also poor in terms of organization as the list of journals it offers is very
broad in scope and does not encompass particular Algerian journals derailing any search based on
the journal area of enquiry. In response to that we had to opt for a search based on a keyword, EFL,
to particularise the population sought for analysis as well as to narrow the scope down to a
relatively recent sample.
Of the pressing limitations obstructing the engenderment of profound insight is that due to
time and practicality constraints, we could not opt for contrastive-rhetoric design via incorporating a
second sample-corpus of pertinence to discrepant fields of study. In that, the present study
encountered the issue of sample exiguity intercepting the researcher from drawing conclusions or
making deductions.
Another hindering factor is our lack of skill and time to acquire the skill of using analytical
software which could have simplified bringing forth the results along with maximising the rigour
63
and accuracy. Instead, rigour was ascertained via making sure that the analysis undergoes three
stages; one by each co-researcher yielding two sets of results which were compared and than a third
analysis was attempted simultaneously by both researchers before arriving at homogenous results.
Finally the filter-search devised beforehand recorded thirty six RAs. And given that solely
introductory sections were placed for scrutiny, we found one of the articles to not contain an
exclusive introduction but one that is integrated with the background section obviating
compatibility for analysis. Likewise, another article was found disproportionate for being composed
by non-Algerian researchers.
3. Suggestion for Future Research
The engagement with a type of enquiry that attempts to analyse quality and delve into the
componential constituents of effective writing endures for empirical/ experimental probation. The
examination of writing in such a manner to divulge the thematisation patterns employed by writers
is only an initiative to research on quality writing, especially with reference to Thematic
Progression.
The present study supplies with an analytical account of how RAIs are thematised by
Algerian writers; however, it does not venture to achieve the following objectives:
1- confirm whether or not Algerian writers are aware of the utilisation of TP patterns to struc-
ture their writing,
2- confirm whether or not Algerian writers received instruction as to how to put into practice
TP patterns,
3- seek to explore Algerian writers’ attitudes toward lexico-structural organisation of written
discourse neither does it seek to reveal their perspectives on TP as a particular structural
technique,
4- qualify Algerian researchers/writers’ writing as ineffective of incoherent,
5- integrate the TP model in a course for teaching writing as part of an experiment,

64
6- prove the effectiveness of TP in maximising the quality of writing or in promoting intercon-
nectedness in discourse,
7- prove the potential for incorporating Thematic Progression into the curricula of writing
classes,
8- make a statement as to the applicability of TP on a specific type/genre of writing.
In response to these curtailments, it becomes necessary to advocate novel research waves
that would take action into exploring more profoundly the concept of Thematic Progression and its
implications in the refinement of writing in English, uniquely in a context of an EFL community.
General Conclusion
Research Articles provide the springboard to scientific publication, this rationalises their
predominance over other forms of scientific conduct. The ever-growing need for publication,
namely that of RAs, posits a need to reconsider not only publication requirements and guidelines
which should characterise the RA so that it receives approval, but also the quality of the writing
style which serves as the channel via which research findings are displayed or submitted for
publication.
The anatomy of RAs does, in any case, encapsulate an introduction, generally situated after
the abstract. Introductions perform a multifunctional role providing entrance for the article, and at
some instances they are read preliminarily to abstract. For this reason, they can be the first fraction
to be qualified; if other fractions are examined one introduction has been scanned. As such, their
structural schemes must be explored and accentuated in furtherance for research targeting
composition issues and refinement techniques.
The description forwarded to the TP theory, i.e., that stressing its centrality in producing
coherent texts as well as enabling for the lexico-syntactic architecting of discourse, makes it
compulsory to explore its effects on different writing genres, analyse different forms of writing to
extract out the proliferating thematisation patterns put to use when writing. In this research, the
65
latter approach was taken in amalgamation with the genre of RAs, particularly their introduction
sections.
Ultimately, and on the basis of the premises postulated at the outset of this study, we can
conclude that Algerian researchers conducting research of relevance to the area of EFL evoke
different thematisation styles; however, their deployment of the five patterns highlighted in this
paper features a number of similarities in that numerous RAIs record no employment of Split
Theme/Rheme Progression Pattern, and that most of them tend to be more linear than constant. The
results pointed toward Simple Linear Progression as a monopolising pattern purporting appeal for
sequential writing.
66
THEMATIC PROGRESSION IN ALGERIAN EFL RESEARCH ARTICLES’ INTRODUCTIONS:
THE CASE OF ALGERIAN RESEARCH ARTICLES PUBLISHED IN DECEMBER 2020 ON THE ALGERIAN
SCIENTIFIC JOURNALS PLATFORM (ASJP)
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77
Appendices
78
Appendix
Samples of EFL Research Articles’ Introductions
Article 1
Article 2
79
80
Résumé
La centralité des articles de recherche aux rencontres de la conduite scientifique est d’admettre,
d'autant plus que leur publication implique une revue, qui rend compte de toutes les sections
composantes en commençant par des sections d'introduction qui inaugurent et architecturent
l'intégralité de l'article de recherche. En cela, les introductions doivent être construites avec plus de
méticulosité. Une partie de cette dernière est attribuée à la cohésion lexico-syntaxique du texte
d'introduction, auquel la Progression Thématique sert de dispositif de connectivité. Malgré les
avancées de la recherche préconisant une progression thématique pour les pratiques d'auteur, il en
est peu ou pas fait mention en ce qui concerne les introductions d'articles de recherche. Dans ce
cadre de référence, et à partir des prémisses ledit; (1) Les écrivains algériens évoquent différents
styles dans les introductions thématiques pour leurs articles de recherche, (2) le modèle de
progression thématique le plus récurrent en dedans des sections d'introduction est la Progression
Constante. Cette étude positionne en analyse trente-six introductions d'articles de recherche
d'auteurs algériens extraits de la plateforme Algerian Scientific Journal Platform (ASJP). Après
l’analyse des données employant des modèles de Daneš (1974) et McCabe (1999), intégrés en un
seul, les résultats indiquent une tendance à opter pour le modèle de Progression Linéaire, tandis que
la Progression Thématique Dérivée est enregistrée comme deuxième plus courante suivie de la
Progression du Thème Dérivé. et Progression de Rhème Divisé, respectivement. L'article conclut en
offrant des renseignements et des suggestions pour solliciter des recherches plus approfondies sur la
progression thématique en tant que technique de raffinement du style d'écriture.
Mots clés: introduction d'articles de recherche, progression thématique, thème, rhème.

‫‪81‬‬
‫‪THEMATIC PROGRESSION IN ALGERIAN EFL RESEARCH ARTICLES’ INTRODUCTIONS:‬‬
‫‪THE CASE OF ALGERIAN RESEARCH ARTICLES PUBLISHED IN DECEMBER 2020 ON THE ALGERIAN‬‬
‫)‪SCIENTIFIC JOURNALS PLATFORM (ASJP‬‬
‫صخ لم‬
‫نإ ةيزكرم تلاقم ثحبل يملعل رمأ ل دب نم فارتعلا هب يف براجت راسمل يثحبل‪ .‬ل اميس‬
‫رظنلب ىإل نأ رشن هذه تلاقمل بلطتي ةعجارمل يف عيمج لوصفل ةنوكمل لقملل اقلطنا نم‬
‫لوصفل ةيديهمتل يتل علطضت رودب ةئطوتل ميمصتو لقمل يثحبل هلمكأب‪ .‬نمو اذه قلطنمل‬
‫بجي نأ ىنبت تامدقمل ةقدب ربكأ ‪ .‬ىزعيو ءزج نم هذه ةقدل ىإل ماجسنلا يمجعمل يوح نلو‬
‫صنل ‪،‬ةمدقمل يذل لمعي هيف جرد تل يتاعوضومل ةادأك طبارت ‪ .‬ىلع و مغرل نم تاساردل‬
‫ةيثحبل يتل وعدت ىإل جردتل يتاعوضومل يف تاسرامم ‪،‬فيألتل نإف اذه جردتل لقي لب بيغي‬
‫امامت نع ركذل عوجرلب ىإل تامدقم تلاقمل ةيملعل‪ .‬نمضو اذه راطإلا ‪،‬يعجرمل ءانبو ىلع‬
‫نوك‪ )1( :‬باتكل نييرئازجل نورضحتسي بيلسأ ةفلتخم يف ءانثأ ةغايصل ةيتاعوضومل‬
‫مهتلاقمل ‪،‬ةيثحبل (‪ )2‬كلذكو رظنلب ىإل نوك رثكأ طامنأ جردتل يتاعوضومل اراركت لخاد دودح‬
‫لوصفل ةيديهمتل وه جردتل وذ عوضومل تباثل‪ .‬نإف هذه ةساردل لوانتت ليلحت تامدقم تسل‬
‫نيثلثو لاقم ايملع نم فيألت ‪،‬يرئازج ذوخأم نم ةباوبل ةيرئازجل تلجملل ةيملعل‪ .‬دعبو ليلحت‬
‫تانايبل مادختساب لك نم يجذومنأ كام باك (‪ )1999‬و سناد (‪ – )1974‬نيجمدم يف جذومنأ‬
‫دحاو‪ -‬ريشت جئاتنل ىإل ليم ءلؤه باتكل ىإل رايتخا طمن جردتل ‪،‬يطخل امنيب لجس جردتلا‬
‫يتاعوضومل يناثك رثكأ طامنألا ازورب هيلي لك نم جردتل عيضاومب ةقتشم جردتلو وذ‬
‫عوضومل بعشتمل ىلع بيترتل ‪ .‬متخيو اذه ثحبل ميدقتب ىؤر تاحارتقاو نأشب ةوعدل ىل إ‬
‫مايقل ديزمب نم ثاحبألا لوح جردتل يتاعوضومل هفصوب ةينقت ديوجتل بولسأ ةباتكل‪.‬‬
‫تاملكلا ةيحاتفملا‪ :‬تامدقم تلاقمل ‪،‬ةيثحبل جردتل ‪،‬يتاعوضومل ‪،‬عوضومل لومحمل‪.‬‬

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People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

Thematic Progression in Algerian EFL Research Articles’ Introductions:

The Case of Algerian Research Articles Published in 2020 on the Algerian

Scientific Journal Platform (ASJP)

Dissertation Submitted to the Department of English Language and Literature

Fulfilment of the Requirements for the Degree of Master in Applied Linguistics

Submitted by: Supervised by:

AHMED GAID Oussama Pr. GHOUAR Amor

Chairman: Pr. ABOUBOU Hachemi Batna 2 University

Supervisor: Pr. GHOUAR Amor Batna 2 University

Examiner: Mr. BERGHOUT Abdelghafour Batna 2 University

To our teacher, inspirer, and supervisor Pr. GHOUAR

take full responsibility of our work.

Name: AHMED GAID Ousaama Signature .............

Name: BRAHIMI Khalil Signature .............

Date: June, 2021

on Thematic Progression as a technique of writing style refinement.

Keywords: research articles’ introductions, thematic progression, theme, rheme

he sophisticated out perception of research methodology.

BERGHOUT Abdelghafour; we hope you find our work worthy of examination.

Background of the Study......................................................................................................................2

Statement of the Problem.....................................................................................................................4

Research Questions and Hypotheses....................................................................................................5

Rationale of the Study...........................................................................................................................6

Significance of the Study......................................................................................................................7

Aims of the Study.................................................................................................................................8

Theoretical Perspective............................................................................ ............................................8

Delimitations of the Study....................................................................................................................9

Overall Structure of the Study............................................................................................................10

Chapter II: Literature Review

Section One: Thematic Progression

On the Roots of Thematic Progression...............................................................................................15

Functional Grammar, an Advocate for Thematic Progression......................................................16

The Headway to Meta-Functions..................................................................................................16

Categorizations/ Classifications of Thematic Progression.................................................................18

Thematic Progression, a Discourse Analysis Trajectory....................................................................24

Section Two: On the Notion of Theme and Rheme

Theme and Rheme..............................................................................................................................27

Theme-Rheme, a Thematic Progression Set-up.................................................................................29

Theme as a Textual Component.........................................................................................................30

Ideational Theme (Topical)...........................................................................................................31

The Effect of Mood on Theme...........................................................................................................33

Theme in the Declarative Mood....................................................................................................33

Theme in the Exclamative Mood...................................................................................................33

Theme in the Imperative Mood.....................................................................................................33

Theme in the Interrogative Mood..................................................................................................34

Previous Studies on Theme-Rheme....................................................................................................34

Section Three: Research Articles’ Introductions

Research Articles’ Introductory Sections...........................................................................................37

Research Articles’ Introductory Sections...........................................................................................39

Thematic Progression and Research Articles’ Introductions..............................................................40

Choice of the Method.........................................................................................................................45

Restatement of the Research Questions and Hypotheses...................................................................46

Design of the Study.............................................................................................................................46

Population Sample and Sampling Techniques....................................................................................46

Data Collection Procedures................................................................................................................47

Data Analytical Procedures................................................................................................................47

Validity and Reliability.......................................................................................................................47

Chapter IV: Results and Discussion