A Discourse Analysis Perspective of Thematic Structure and Thematic Progression in Students’ Written Narrative Texts: A Case of Mjimpya Secondary School Students in Morogoro Municipality

Abstract

The study investigated the thematic structure and thematic progression in students’ written narrative texts. Specifically, it analysed types of themes and identified types of thematic progression patterns employed in students’ written narrative texts. It also examined the implications of the theme and thematic progression pattern’s predominance in students’ written narrative texts. 85 participants were selected from among Form Three and Form Four students. Data was collected using the closed test and documentary reviews. Data was coded and analysed using Systemic Functional Linguistics (SFL) and Thematic Progression (TP) theories by Halliday, Mathiessen, and Danes respectively. The findings indicated that students employed the taxonomy of four types of themes in their narrative texts: topical theme, textual theme, interpersonal theme, and macro theme. The topical theme was predominantly used followed by textual theme and interpersonal theme. The findings also revealed the taxonomy of seven types of thematic progression patterns in students’ written narrative texts, namely: constant pattern, zigzag pattern, and multiple patterns, constant-zigzag or zigzag-constant, constant-zigzag-multiple, zigzag-multiple, and constant macro pattern. The constant pattern was predominantly used followed by a zigzag pattern and then multiple patterns. The predominance of topical themes and constant thematic progression patterns implied that students tended to rely on thematic selections like topical themes and constant which seem simpler to use rather than textual themes, interpersonal themes, zigzag patterns and multiple patterns, all of which seem complex for students since they need advanced and sophisticated knowledge and skills to apply these thematic structures and progression patterns in their texts. Thus, students’ dependence on simple thematic selections indicates a lack of knowledge or ability to use complex thematic structures and thematic progression patterns in their written narrative texts while these thematic structures have a crucial role in their writing. Therefore, a systematic approach to teaching thematic selections is crucial. The findings of the current study contribute to the body of knowledge on thematic structure and progression in academic writing due to the detailed taxonomy of thematic structure and progression patterns revealed in this study. The study recommends that educational planners and implementers ensure that the theory of thematic structure and thematic progression are systematically integrated into the teaching and learning of writing activities from lower levels of education, specifically secondary education. Further, the study recommends further research in this area to use different approaches, genres and respondents from different settings such as advanced-level secondary school students