![]() ![]() The basic hypothesis of the present study was that the successful use of Theme choice and thematic progression correlates to the subject grades received by IB students. Other studies have focused on the pedagogical possibilities surrounding teaching students, especially non-native English learners, how to use Theme in their academic writing. Many studies have found correlations between Theme choice, particularly use of circumstantial Themes, and thematic progression, particularly the use of simple linear progression and constant progression, and a writer's first language, their level of proficiency in English, and also disciplinary variation. The aim of this research project was to analyse 26 examples of the International Baccalaureate's (IB) Extended Essay in History according to North's (2005) categorisation of orienting Themes (textual, interpersonal and experiential) and topical Themes as well as McCabe's (1999) realisations of thematic progression, in particular the simple linear progression and constant progression structures. The result showed that the participants who were exposed to the use of themes were able to write effectively by putting their sentences in a coherent way. By analysing coherence in writing and students’ selection of theme choice in writing, and through students’ perception of this approach, this study examined not only how the use of themes improves students’ writing, but more importantly, the implications of current strategies of teaching basic writing essays. This study’s sample included secondary school students who study in Form Four in a rural school in Batu Pahat. This quasi-experimental study utilises the framework of Systemic Functional Linguistics and examined the use of themes in improving coherence of writing in students’ narrative essays to see if there was a difference in coherence and the choice of themes between the pre-test and post-test. According to Halliday (1985), theme is defined as “the point of the departure” for the clause and therefore it is important for text organisation. ![]() The consensus reached among practitioners represents an advance in the trace community's efforts to standardize reporting of results and opinions when following systematic criteria.The lack of coherence is a major problem in students’ writing as students are not able to link their ideas together in the sentences and paragraphs. ![]() However, the credible intervals for the probabilities of the different reported conclusions indicate that more experienced participants achieve greater consensus for a given exercise. On the other hand, the exercise's difficulty level and participant's experience did not have a significant impact on the reported conclusions. The statistical models showed a strong positive relationship between the reported and expected conclusions, indicating that participants' findings align with the SMEP consensus. Most disagreements were observed in worst-case scenarios created with intended higher difficulty and complex circumstances. From the 1267 responses received from 85 participants, approximately 93% of responses were consistent between participants and within the SMEP consensus and the next best category, while 73% agreed with the SMEP consensus that was considered the ground truth. Exploratory data analysis and three generalized mixed-effects models were used to assess the data. A pool of 30 scenarios was created, and 15 were assigned to each participant using multi-factor design to evaluate agreement among examiners on case sets with different conclusion ranges and difficulty levels. The online survey aimed to assess the examiners' interpretation of casework scenarios designed by a subject matter expert panel (SMEP), specifically for paint evidence. This interlaboratory study evaluated a guide for interpreting and reporting trace evidence examinations. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |