Rationale for the research
Coherence is a crucial indicator of text quality, encompassing both global and local meanings as well as the organizational logic of the content Higher coherence in texts correlates with better quality However, evaluating text coherence poses challenges, as it is often viewed as a subjective and ambiguous concept that is difficult to teach and learn (Lee, 2002) Halliday and Hassan (1976) noted that distinguishing between a cohesive text and a mere collection of unrelated sentences is a matter of degree, making holistic evaluations subjective and lacking in reliability and validity Despite these challenges, subjective evaluations by readers remain a prevalent method for assessing text quality in educational settings.
Recent investigations have focused on understanding how coherence is achieved in student texts, aiding teachers in evaluating student compositions effectively A key method employed is Topical Structure Analysis (TSA), developed by Lautamatti in 1978, which analyzes the topic development in both high-rated and low-rated essays This approach examines the relationship between reader evaluations and the topical developments within the text, allowing for a clearer identification of features that classify text quality Overall, various patterns of topical structure serve as strong indicators of the quality of student writing.
This research explored the correlation between holistic evaluation and the TSA of student essays, aiming to identify differences in topical structures and progressions between low-rated and high-rated essays.
This article explores topical structure analysis as a method to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By focusing on the organization of ideas and the logical flow of information, the study aims to improve students' writing skills and overall academic performance The findings highlight the importance of coherent essay structures in effectively conveying arguments and enhancing reader comprehension.
Aims and objectives of the research
This research analyzes forty essays by fourth-year students at ULIS, VNU, focusing on the relationship between holistic evaluation and textual structure analysis (TSA) It aims to compare thirteen high-rated and thirteen low-rated essays, with the first objective examining physical features such as t-units, paragraph counts, topical depths, and structures The study identifies differences in physical organization and the combinations of mood subjects, topical subjects, and initial sentence elements to assess their impact on essay quality The second objective investigates the relationship between text quality and topical progressions, analyzing the proportions of sequential, parallel, and extended parallel progressions in the introductions, body paragraphs, and conclusions Ultimately, the research seeks to uncover the physical characteristics, topical structures, and progressions that enhance essay quality.
Research questions
In order to achieve two main objectives, the research focuses on answering two main following research questions:
Research question 1: How do the physical features in terms of lengths and the topical structures reveal the differences between low-rated and high-rated essays of Vietnamese students?
Research question 2: What is the relationship between holistic evaluation and the topical progressions used in essays of Vietnamese students?
This article explores the application of topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By examining the organization of ideas and the use of cohesive devices, the study aims to improve the clarity and flow of student writing The findings highlight the importance of effective topical structure in academic writing, providing valuable insights for both educators and students in the pursuit of better communication skills in English.
Scope of the research
This research examines the English essays composed by Vietnamese students, specifically targeting fourth-year students at ULIS, VNU The study focuses on essays produced in their American Literature course during the academic year.
The essays selected for this research are from 2013 and focus on Buck's conflict in "The Call of the Wild." They were chosen for three main reasons: they share a common topic, they have been graded and commented on by the teacher, and they were returned to students via email This method facilitates easy data collection and ensures the essays are suitable for addressing the research questions due to their evaluation by the teacher.
Methods of the study
This research employs the Topical Structure Analysis (TSA) framework developed by Lautamatii (1978) to explore the relationship between clauses in paragraphs The focus on topical structure is driven by its significance in understanding text coherence through the patterns of topic maintenance and shifts, which enhance the comprehensibility of discourse TSA serves as an objective method for analyzing student writing, allowing for the quantification of data, thus improving the reliability of the study By calculating the frequency and percentage of t-units, paragraphs, topical depths, and progression types in student essays, TSA proves to be the most appropriate tool for this research.
This article explores the use of topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By examining the organization of ideas, the study aims to improve students' writing skills and overall essay quality The findings highlight the importance of coherent structure in academic writing, providing valuable insights for educators and students alike.
Significance of the research
This research is crucial for enhancing English writing education in Vietnam, as it identifies the physical features, topical structures, and dominant topical progression in Vietnamese students' essays By comparing the topical progressions of high-rated and low-rated essays, the study provides valuable insights for teaching effective essay writing Educators can utilize topical structure analysis to guide ESL students in understanding the foundational elements that create coherence in their writing.
Structural organization of the thesis
The research is structured into three main parts: Introduction, Development, and Conclusion The Introduction outlines the rationale for the study, its two objectives, and the Topical Structure Analysis (TSA) method employed The Development section comprises three chapters: Literature Review, Research Methodology, and Findings and Discussions The first chapter delves into the theoretical background and reviews previous research relevant to the topic, addressing coherence measurement and providing an overview of TSA Additionally, it examines literature on the proportions of topical progressions in student essays across various contexts, highlighting differences between low-rated and high-rated essays regarding their use of topical progressions.
Chapter 2 details the research methodology, including the population, sample, and data analysis procedures Chapter 3 presents the findings and discussions, addressing two primary research questions based on the data analysis results The final section summarizes the research findings, outlines their implications, and offers suggestions for future studies.
This article presents a topical structure analysis aimed at enhancing coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By examining the organization of ideas and their connections, the study seeks to improve the clarity and flow of students' writing, ultimately aiding in their academic success The focus on coherence is essential for effective communication in academic essays, making this analysis a valuable resource for both students and educators.
LITERATURE REVIEW
Theoretical background of coherence in written texts
Coherence lacks a universally accepted definition, as noted by Grabe and Kaplan (1996: 67) Over time, the understanding of coherence has evolved, shifting from an emphasis on text-based elements like cohesive devices (Halliday and Hasan, 1976) and the semantic properties of discourse (Van Dijk, 1977) to a greater focus on reader-based features (Johnson, 1986).
In the traditional framework, linguists such as Halliday and Hassan (1976), Van Dijk (1977), and Enkvist (1978) examine text coherence through different lenses Halliday and Hassan emphasize linguistic features, defining coherence as a text's texture that unifies it as a whole, where cohesive ties connect various parts of a paragraph Conversely, Van Dijk and Enkvist focus on the semantic relationships between sentences, with Van Dijk describing coherence as a “semantic property of discourses,” reliant on how each sentence's meaning relates to others.
Coherence is defined as the quality that ensures a text aligns with a consistent worldview, making it both summarizable and interpretable It primarily pertains to the text's inherent nature and characteristics.
Coherence in written text is a multifaceted concept that encompasses both reader-based and text-based elements, as highlighted by Johnson (1986) He emphasizes that coherence involves a variety of features that contribute to how readers perceive and understand the text Additionally, Johns (1986) notes that coherence is an intrinsic characteristic of the text itself, emphasizing its internal structure and organization.
This article explores the topical structure analysis aimed at enhancing coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies It distinguishes between text-based coherence, which pertains to the inherent features of the text, and reader-based coherence, which relies on the interaction between the reader and the text Many linguists, following Johnson's perspective, define coherence in terms of reader-based features, emphasizing the importance of both cohesion in sentence linking and the relationships among propositions within the text.
In summary, coherence includes two main sides: text-based and reader based features These sides co-exist and create the writing coherence
Coherence is an abstract concept that varies in definition among linguists This article explores three key aspects of coherence: cohesion, genres, and semantic relations, highlighting the diverse scopes in which coherence has been examined.
Cohesion, as defined by Halliday and Hasan (1976), is a key characteristic of coherence in discourse, where the interpretation of certain elements relies on others It establishes meaning-based relationships through lexical and syntactic features, referred to as cohesive devices, which indicate connections within sentences and paragraphs Halliday and Hasan identified five types of cohesive devices—reference, substitution, ellipsis, conjunction, and lexical cohesion—to guide the analysis of writing's cohesion and coherence They argued that examining these cohesive devices allows for an evaluation of writing quality in terms of coherence.
However, the cohesive theory proposed by Halliday and Hasan (1976) was challenged by Carrell (1982) and Johns (1986) who argued for the importance of
This article explores the topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies It emphasizes the importance of both text structure and content, as well as the readers' background knowledge, in achieving coherence Additionally, it introduces a genre approach as a second method for understanding coherence in academic writing.
Coherence in writing, as defined by Hinkel (2004), involves the logical organization of discourse, which includes an introduction, thesis statement, rhetorical support, and conclusion Research by Kaplan (1987), Ostler (1987), and Connor (1996) highlights that language and writing are influenced by cultural contexts, leading each language to develop unique rhetorical conventions This is particularly evident when Vietnamese students compose essays in English, where the structural patterns of Vietnamese discourse impart a distinct character to their writing.
“literatedness” which Kaplan (1966) has considered as an approach by indirection
Farrel (1997a, 1997b) highlights that school literacy in many English-speaking countries is characterized by a specialized, linear discourse, which may render the digressive patterns typical in Vietnamese writing unfamiliar to English readers Consequently, when Vietnamese students compose English essays, they must focus on the rhetorical structures prevalent in the English language Despite both English and Vietnamese essays comprising an introduction, body, and conclusion, the specific content within each section differs significantly This study aims to analyze the components of essays individually to gain a deeper understanding of how ideas are organized within each part.
In identifying the coherence in writing, most researchers focus on the semantic relations in the text For example, Beaugrande and Dressler (1981:85) claimed that
This article examines the topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies It highlights that without continuity, writing lacks clarity and fails to effectively convey its message to readers Celce-Murcia and Olshtain (2000) emphasize that the coherence of a longer text is contingent upon the coherence found within individual paragraphs or sections Therefore, achieving coherence is a result of well-organized propositions and ideas throughout the writing.
The study of "topic" in discourse has emerged as a significant area of research for analyzing the semantic relationships within essays Influential Prague School linguists, including Danes (1974), Firbas (1974), and Mathesius (1975), highlighted the importance of understanding sentences in the context of entire texts rather than as isolated units Building on this foundation, Lautamatii (1987) introduced Topic Structure Analysis (TSA) to explore topic development in discourse While various methods exist for identifying semantic relations between sentences, Latent Semantic Analysis (LSA) and TSA stand out as the most effective This article provides a brief review of both methods and explains the rationale for selecting TSA as the primary approach for this research.
1.1.3 Methods for examining coherence in a text
Researchers have suggested several methods for teachers to assess coherence in writing These methods primarily rely on statistical analyses, including Latent Semantic Analysis (LSA) developed by Foltz, Kintsch, and Landauer in 1998, as well as Lautamatti's Text Structure Analysis (TSA).
Latent Semantic Analysis (LSA) is an automated statistical method used to measure textual coherence by analyzing the contextual relationships of words in written passages This technique effectively represents words, sentences, and entire passages, simulating various human cognitive processes, including the developmental acquisition of language.
This article examines the use of topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies It discusses the relationship between vocabulary recognition, word categorization, and the semantic priming of sentences, as highlighted by Landauer (1998) While this method offers rapid and automatic assessments of semantic similarity in texts, its complexity and the extensive computer knowledge required make it impractical for classroom use Consequently, both teachers and students may find this technique time-consuming and challenging to implement effectively.
Theoretical background of TSA
TSA, or Topical Structure Analysis, involves assessing coherence by analyzing the internal topical structure of a paragraph, which is demonstrated through the repetition of key words and phrases This method focuses on two critical concepts: topical structures and topical progressions.
This article explores the topical structure analysis as a method to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies The study emphasizes the importance of coherent writing in academic contexts and provides insights into how topical structure can improve the clarity and flow of students' essays By focusing on the organization of ideas, the research aims to equip students with effective strategies for crafting well-structured and cohesive academic papers.
Topical structures in discourse consist of the mood subject (mood S), topical subject (topical S), and initial sentence element (ISE) within t-units The mood S serves as the structural subject, positioned before the main or auxiliary verb The topical S represents the lexical mood S, closely tied to the discourse topic In cases of structural dummies like there-sentences or empty-it constructions, the topical subjects are found in the predicate, while the dummies themselves act as non-topical subjects Non-topical subjects also include lexical mood S that do not relate directly to the discourse topic, encompassing discourse connectives, illocution markers, modality markers, and various commentary markers Discourse connectives serve as logical connectors, while illocution markers clarify the intent behind statements Modality markers convey the truth value of discussed information, indicating uncertainty or probability.
Attitude markers like "I would like to" and "it seems futile to" explicitly convey the writer's perspective Metatextual and commentary markers, such as "next," "we shall discuss," and "in later chapters, we will attempt to," provide commentary on the discourse, the language used, or the text's organization Additionally, ISE (initially placed discourse material) refers to the discourse material positioned at the beginning of a sentence, regardless of its form, which can include topical subjects, mood structures, or non-topical subjects.
In general, there are five possible combinations of the mood subject, topical subject, and the ISE in a clause, and they are abbreviated as T1, T2, T3, T4, and T5
Type 1 (T1): ISE = mood S = topical S Type 2 (T2): ISE ≠ mood S = topical S Type 3 (T3): ISE = mood S ≠ topical S
Type 4 (T4): ISE = topical S ≠ mood S Type 5 (T5): ISE ≠ mood S ≠ topical S
This article explores the topical structure analysis as a method to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By focusing on the organization and flow of ideas, the study aims to improve students' writing skills, ensuring that their essays are not only well-structured but also effectively communicate their arguments The findings highlight the importance of coherence in academic writing and provide valuable insights for educators and students alike.
In linguistic analysis, a clause is categorized as T1 when the Initial Subject Element (ISE), mood Subject (S), and topical Subject (S) align For example, in the t-unit “The call of the wild (T1) was the best seller book which brought fame to Jack London in 1903,” the noun phrase “The call of the wild” serves as the ISE, mood S, and topical S, hence it is emphasized and labeled (T1) Conversely, a T2 type is indicated when the ISE is distinct from the mood and topical S, as seen in the t-unit “In order to live in a wild life, Buck (T2) has an external conflict with Spitz- another sled-dog during their trip to go to Northland.” Here, “In order to live in a wild life” is the ISE, while “Buck” represents both mood S and topical S Additionally, the topical structure is marked as T3 when the ISE and mood S coincide while the topical S diverges.
Type 3 sentences can be categorized into two subtypes The first subtype features a dummy subject in the initial main clause, with the topical subject represented in the predicate, as seen in “it is the moment (T3) that Buck becomes aware of the law of wild life.” The second subtype presents a non-topical subject in the main clause, while the topical subject appears in a subsequent sub-clause, exemplified by “It seems that Thornton’s Death (T3) releases Buck from the fragment bond with civilization.” In cases where the initial subject element (ISE) and topical subject coincide while the mood subject remains separate, we refer to it as T4 T4 typically includes a topical subject in an initial sub-clause followed by a cohesive anaphoric pronoun in the main clause, such as in “When Buck becomes a sled-dog with a struggle for survival, he (T4) must adapt to the law of club and fang day by day, lesson after lesson.” Lastly, T5 occurs when the ISE, mood subject, and topical subject are all distinct, illustrated by “In addition, it is also the moment (T5) that Buck recognizes the wildness, cold, and ruthlessness in Spitz’s face,” where “in addition” serves as the ISE, the empty subject acts as the mood subject, and “the moment” is the topical subject This section provides a concise overview of the topical structures and their classifications.
This study focuses on topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By examining the organization of topics within essays, the research aims to improve students' writing skills, ensuring that their arguments are presented clearly and logically The findings will contribute to better teaching methods and support students in achieving higher academic standards in English composition.
The discourse topic serves as the central idea of an essay, while subtopics provide supporting details that are directly linked to this main idea The hierarchical organization of these subtopics illustrates the progression of ideas that enhance the discourse topic Lautamatii (1978) defines the relationship between written sentences and the discourse topic, along with its subtopics, as the topical development of discourse.
Topical progressions are essential for developing discourse, involving the sequence of elaborating on a sub-topic and introducing new information before transitioning to another sub-topic Lautimatti identifies three types of topical progressions: parallel (PP), sequential (SP), and extended parallel (EPP) PP features consecutive clauses with the same topical subject, reinforcing ideas but risking redundancy if overused SP involves the next sentence commenting on or introducing a new topic, enhancing individual topic development with added details; however, excessive use can distract from main ideas EPP maintains the same topic as the previous sentence, interspersed with SP, providing clarity and focus; inadequate use may result in a text that appears unfocused and lacks coherence.
In this research, three types of progressions in the paragraphs of the essays were identified using the TSA method In addition, based on research of Schneider
This article explores the topical structure analysis aimed at enhancing coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies It references Connor (1991) to examine three subtypes of structural patterns, focusing on the differences between low-rated and high-rated essays The findings aim to provide insights for improving academic writing skills among students.
Review of the related studies
The Text Structure Analysis (TSA) is widely recognized as an objective method for evaluating coherence and the proportions of topical progression in students' writing (Gao, 2012; Almaden, 2006; Barabas & Jumao-a, 2009; Carreon, 2006; Phuwichit, 2004; Simpson, 2000; Lautamatti, 1987; Witte & Faigley, 1981) This section reviews research on how TSA effectively identifies the proportions of topical progressions in student texts and its application as a classification tool to differentiate between low-rated and high-rated essays.
1.3.1 The findings of prominent studies
Previous studies, notably those by Schneider and Connor (1991) and Witte (1983a, 1983b), have explored the link between topical structure progression and essay quality assessments Both studies revealed significant differences in the frequency of three topical progressions between low-rated and high-rated essays However, their findings are contradictory; Witte's research indicated that low-rated essays featured more simple progressions (SPs), while Schneider and Connor identified that high-rated essays had a greater proportion of coherence-building SPs and an effective ending progression (EPP) that reinforces the main theme of the essay.
Schneider and Connor (1991) highlight that variations in coding criteria significantly influenced the findings of their studies compared to Witte's research (1983a, 1983b) They argue that not all sequential topics equally enhance a text's coherence, emphasizing the importance of "directly related" sequential progressions in achieving clarity and cohesiveness in writing.
This article presents a topical structure analysis aimed at enhancing coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies The study emphasizes the importance of coherent writing in academic essays and explores how a structured approach can improve clarity and understanding By examining the relationships between topics within the essays, the research highlights effective strategies for students to organize their ideas logically Ultimately, this analysis serves as a valuable resource for students seeking to refine their writing skills and achieve greater coherence in their academic work.
Coherence in essays is enhanced by the use of related supporting points (SPs) that connect indirectly to the main topic, while unrelated SPs can detract from this coherence A thorough examination of three subtypes of SPs is essential, particularly in the introductory and concluding sections of an essay, as they significantly contribute to overall coherence.
In addition to the studies by Schneider and Connor (1991) and Witte (1983a, 1983b), several other researchers, including Connor and Farmer (1990), Makinen (1992), Burneikaite & Zabiliute (2003), and Liangprayoon, Chaya & Thep-ackraphong (2013), have explored the distinctions between low-rated and high-rated writings.
According to Connor and Farmer (1990), achieving a logical balance between various types of topical progression, particularly the use of SP, enhances the overall quality of writing Furthermore, Burneikaite and Zabiliute (2003) suggest that essays are viewed as more coherent and of higher quality when there is a proper balance between PP and EPP Conversely, essays are deemed of poor quality when there is an excessive use of PP combined with insufficient EPP.
Research by Makinen (1992) utilizing Topic Structure Analysis (TSA) indicates that proficient writers demonstrate a more balanced development of topics across various levels in their English compositions compared to mid-level and poor writers Additionally, skilled writers frequently revisit higher topic levels towards the conclusion of their pieces Conversely, a study by Liangprayoon, Chaya, and Thep-ackraphong (2013) revealed that the proportions of topical progressions in highly-rated essays were similar to those in lower-rated ones, suggesting that effective TSA instruction may not significantly differentiate essay quality based on topic progression alone.
This study conducts a topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By examining the organization of topics within essays, the research aims to identify effective strategies for improving clarity and cohesion in student writing The findings will provide valuable insights into pedagogical approaches that can support students in developing more coherent and structured essays, ultimately contributing to their academic success in English language proficiency.
Further, both successful and less successful students employed the SP the most in the essays.
Summary
This chapter provides a theoretical background and literature review for the research, focusing on the concept of coherence and the TSA framework for text analysis Text coherence is evaluated based on the quality perceived by readers, while TSA involves examining topical structures and progressions The study investigates the correlation between reader evaluations and the TSA of essays The literature review highlights significant variations in topical depth, proportions of topical progressions, and their balance, all of which impact essay coherence Consequently, this research aims to differentiate between low-rated and high-rated essays through TSA analysis.
This article focuses on topical structure analysis as a method to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By examining the organization and flow of ideas, the study aims to improve students' writing skills and overall essay quality The research highlights the importance of coherence in academic writing and provides insights into effective strategies for structuring essays Through this analysis, students can develop a clearer understanding of how to present their arguments logically and cohesively.
RESEARCH METHODOLOGY
Research methodology
The two research questions raised on pages are repeated here for exploration:
Research question 1: How do the physical features in terms of lengths and the topical structures reveal the differences between low-rated and high-rated essays of Vietnamese students?
Research question 2: What is the relationship between holistic evaluation and the topical progressions used in essays of Vietnamese students?
This research employs a quantitative approach to objectively achieve its aims, particularly in analyzing essays written by Vietnamese students The first research question focuses on identifying physical lengths and topical structures, leading to the collection of numerical data such as t-units, paragraphs, topical depths, structures, and progressions This data is categorized into low-rated and high-rated groups for comparative analysis The standard deviation of these statistics is calculated to assess trends in student essays For the second research question, the topical progressions of each group are identified and compared using statistical models and figures, ultimately highlighting the differences between low-rated and high-rated essays This study relies on statistical analysis to investigate these differences effectively.
This article examines the topical structure analysis aimed at enhancing coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By focusing on the organization of ideas, the study seeks to improve the clarity and cohesiveness of student writing The findings highlight the importance of a well-structured approach to essay composition, which contributes to better communication of ideas and academic success.
2.1.3 Principles/Criteria for intended data collection and data analysis
The study focuses on a research population comprising 40 essays authored by students from two classes, E11QH2009 and E12QH2009, at ULIS, VNU These essays were completed during the students' 8th semester as part of their Literature in English course in 2013.
The essays serve as the primary data for this research for two key reasons First, each essay was crafted to fulfill the assignment of a 400-word analysis of Buck's conflict in "The Call of the Wild," showcasing how students structured their ideas around the topic Second, the class monitor organized the essays into folders, which were emailed to the teacher for evaluation, with results returned to students via email This process offers two significant advantages for the researcher: it simplifies data collection and ensures that the essays are scored by the teacher, making them a suitable dataset for addressing the research questions.
Research methods
The selection of Topic Shift Analysis (TSA) as the focal point of this research is driven by its ability to examine crucial text patterns, specifically the maintenance and shifts of topics, which significantly enhance text coherence and comprehension This method provides an objective framework for analyzing student writing, facilitating a clearer understanding of discourse Additionally, TSA enables data quantification, thereby increasing the reliability of the study Overall, the use of TSA in analyzing student essays is a well-considered decision aligned with the research objectives.
This article explores the topical structure analysis aimed at enhancing coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies It emphasizes the importance of coherent essay writing and how understanding topical structure can improve students' academic performance By focusing on the organization of ideas and the flow of information, the study provides insights into effective writing strategies for students Ultimately, the research highlights the significance of coherence in academic writing and its impact on the clarity and persuasiveness of essays.
The article discusses essays gathered from two classes at ULIS, VNU, which consist of final drafts evaluated by their Literature in English lecturer, Lê Thành Trung With extensive expertise in English and American Literature, he provided ratings for these student-written products.
In a study involving forty essays, data analysis focuses on twenty-six selected essays, comprising thirteen high-rated and thirteen low-rated examples The subsequent section will detail the methodology used for selecting these research samples.
To achieve the research objectives, it is essential to include an equal number of high-rated and low-rated essays According to the essay score description in Table 1, the population consists of half A and A- rated essays, while the other half includes scores of A+, B+, B, B-, C+, D-, and F.
The analysis consists of two groups of essays, with the first group containing thirteen high-rated essays, comprised of two A+ and eleven A essays The second group includes thirteen low-rated essays, which are made up of six F, three D-, one C+, two B-, and one B essay To achieve a balanced comparison, one B essay was removed from the original total of fourteen low-rated essays.
This research analyzes the differences between low-rated and high-rated essays, focusing on a total of thirteen high-quality essays and thirteen low-quality essays.
This article examines the topical structure analysis aimed at enhancing coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies It highlights the importance of coherent writing in academic contexts and discusses strategies for improving the organization of ideas in essays By focusing on topical structures, the study provides insights into effective communication and writing skills necessary for students to succeed in their academic pursuits.
This research adheres to the coding guidelines for TSA established by Schneider and Connor (1990) to analyze essays The analysis involves four key steps: first, dividing the essays into t-units; second, identifying and marking all topical subjects; third, defining the topical structures within the clauses; and finally, constructing a diagram to illustrate the topical structure and progression of the clauses throughout the essays.
The following examples will illustrate the way 26 essays are analyzed The examples are two first paragraphs of the essay written by a Vietnamese student
Identifying t-units and topical subjects in the essays
Essays are typically measured by t-units, which are defined as the smallest units of meaning that include one independent clause and any attached dependent clauses Compound and compound-complex sentences, which contain multiple clauses joined by conjunctions such as and, or, but, for, nor, and yet, are considered to have multiple t-units When predicates share the same subject, they are counted as a single unit To begin a T-unit analysis (TSA), the first step is to number the clauses within the paragraph, as demonstrated in the example where the first paragraph contains three numbered clauses.
(1) The call of the wild (T1) was the best seller book which brought fame to Jack London in
In 1903, the book narrates the journey of a dog named Buck, who experiences a mix of joy and adversity throughout his life As Buck transitions into a sled dog, he faces the harsh realities of survival, learning to navigate the brutal law of club and fang with each passing day.
And the second paragraph has 10 clauses, and they continue to be marked from 4 to 13 at the beginning of the clause
This article explores the topical structure analysis aimed at enhancing coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies It emphasizes the importance of coherent writing in academic contexts and provides insights into effective strategies for organizing ideas and arguments By focusing on topical structures, the study aims to improve students' essay writing skills, thereby fostering better communication and comprehension in their academic work.
In the journey to Northland, Buck faces an external conflict with Spitz, another sled dog This conflict is ignited when Buck witnesses a violent altercation between Curly and a husky, marking his realization of the harsh law of the wild: to survive, one must either win or perish This moment also reveals the cold ruthlessness in Spitz, whom Buck grows to despise with a "bitter and deathless hatred." Spitz's domineering nature exacerbates the tension; he frequently asserts his authority by growling sharp reprimands and using his weight to control Buck The situation escalates when Spitz occupies Buck's nest after a meal, pushing Buck to confront his enemy after having previously avoided conflict This accumulation of grievances ultimately leads to a significant confrontation between the two.
Identify the topical structures of the clauses in the essays
The second step involves identifying the topical structures within the t-units of the paragraphs, specifically focusing on the combinations of ISE, mood S, and topical S Each t-unit's ISE, topical S, and mood subject are analyzed, and the topical structure of each clause is defined by appending T1, T2, T3, T4, or T5 after the bolded topical S of that t-unit Below are examples of the analyzed paragraphs.
(1) The call of the wild (T1) was the best seller book which brought fame to Jack London in 1903
In the book, a dog's journey is depicted, filled with both joy and adversity As Buck transitions into a sled dog, he faces numerous challenges that test his survival instincts Each day, he learns to navigate the harsh realities of life governed by the law of club and fang.
Summary
This chapter outlines the research design and methodology, focusing on a quantitative analysis of student essays Utilizing the TSA method, the study examines the physical features and topic development in essays written by Vietnamese students A total of forty essays from two classes, E11QH2009 and E12QH2009, produced during their Literature in English course in 2013, were analyzed The research specifically selected thirteen high-rated and thirteen low-rated essays to investigate the physical characteristics and topic progression within the introductory, body, and concluding sections of both groups.
The study focuses on topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By examining the organization of topics within their essays, the research aims to identify strategies that improve clarity and coherence, ultimately aiding students in developing more effective writing skills This analysis serves as a crucial tool for educators to better understand and support students' writing processes.
FINDINGS AND DISCUSSIONS
The physical features of essays
Overall, the physical features of the essays revealed the difference between low quality and high quality writings
Table 3 presents key statistics on the average (mean), most common (mode), and middle (median) values of t-units, paragraphs, and topical depths in essays The analysis reveals that the distinction between low-rated and high-rated essays lies not in the number of paragraphs, but rather in the quantity of t-units and sub-topics Both high-rated and low-rated essays typically consist of four paragraphs: an introduction, two body paragraphs, and a conclusion, indicating a consistent rhetorical structure across these essays.
T-units paragraph topical depth low-rated high-rated low-rated high-rated low-rated high-rated
Table 2: The mean, mode, median of the numbers of T-units, paragraphs, and topical depths of low-rated and high-rated essays
The analysis of the two groups of essays revealed significant differences in t-unit numbers and topical depth Notably, low-quality essays exhibited a higher number of t-units and sub-topics compared to their high-quality counterparts Statistical measures, including the mean, mode, and median, averaged around 29, indicating that low-quality essays tended to have more complex structures despite their overall lack of quality.
A topical structure analysis was conducted to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies The analysis revealed that high-rated essays contained an average of 25 t-units, with a mode of 23 and a median of 24, indicating that quality essays generally included fewer than 25 clauses In terms of topical depth, the difference in the average number of topics between low-rated and high-rated essays was minimal, approximately two topics However, the range of topics varied significantly, with low-rated essays exhibiting a range of 10 topics compared to just 5 in high-rated essays, highlighting a substantial disparity in topical depth among lower-quality essays.
In summary, high-rated essays and low rated essays were different from each other in terms of t-units and topical depths
The numbers of t-units in the whole essays, and in different parts of the essays
This section analyzes the distinctions between low-rated and high-rated essays by focusing on the number of t-units across various essay segments Table 2 presents the mean, mode, and median of clause counts in the introductory, body, and concluding paragraphs of thirteen high-rated and thirteen low-rated essays.
Introduction parts Body paragraphs Concluding paragraphs
High-rated low-rated High-rated low-rated High-rated low-rated mean 2.8 4 8.5 9.5 2.5 3.5 mode 3 3 8 10 2 3 median 3 4 8 9 2 3
Table 3: The variation of the frequency of T-units in introductory, body and concluding paragraphs of essays
Table 2 reveals that low-rated essays feature a higher number of clauses compared to high-rated essays across all sections The most notable discrepancy occurs in the introductory paragraphs, where high-rated essays average 2.8 clauses, while low-rated essays average 4 clauses This indicates that, on average, high-rated essays contain nearly 3 t-units in their introductions, whereas low-rated essays contain about 4 t-units.
This article analyzes the topical structure of English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies The study reveals that high-rated essays typically feature an introductory paragraph composed of three t-units, as indicated by both the mode and median values of 3 Conversely, low-rated essays tend to have a more complex structure, with a mode of 3 and a median of 4, suggesting that over half of these essays contain more than four t-units in their introductory paragraphs This disparity highlights the importance of coherence in essay writing for academic success.
In summary, the length of introductory paragraphs significantly contributes to classify the quality of two groups
3.1.1.2 Findings on the topical structures of clauses
Figure 1: The topical structures of clauses in low-rated and high-rated essays
The analysis of topical structures in essays by Vietnamese students reveals no significant difference between high-rated and low-rated groups Both groups predominantly utilize topical structure type 1 (T1) and type 2 (T2) T1, where the ISE, mood subject, and topical subject align, is slightly more prevalent in high-quality essays at 43.1%, compared to 40.3% in low-quality essays Conversely, T2, characterized by a coinciding topical subject and mood subject with a separate ISE, is more common in low-quality essays at 43.5%, while high-quality essays exhibit a lower incidence at 41.8%.
This article explores the topical structure analysis aimed at enhancing coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies It identifies various types of topical structures, particularly focusing on Type 4, where the topical subject coincides with the interpersonal structure (ISE) while the mood subject remains distinct Additionally, it examines Type 5, where ISE, topical subject, and mood subject are all separate, which represents a smaller portion of the topical structures utilized.
In summary, the topical structures did not reflect the difference between low- rated and high-rated essays
3.1.2 Discussion on the physical features of essays (Research question 1) 3.1.2.1 Numbers of t-units, paragraphs, and sub-topics
From the finding‟s part, it can be concluded that physical differences distinguish between low-rated and high-rated essays
High-rated and low-rated essays exhibit similar structures, featuring four paragraphs: an introduction, two body paragraphs, and a conclusion The introduction presents the topic of conflict in the novel "The Call of the Wild." The first body paragraph outlines the nature of the conflict, while the second discusses its resolution The concluding paragraph summarizes the key points discussed in the body paragraphs Ultimately, both high-quality and low-quality essays follow the same rhetorical pattern, demonstrating no significant differences in structure.
Low-rated essays tend to have a higher number of t-units compared to high-rated essays, with t-units often being short and expressed through multiple clauses Despite the requirement for a 400-word essay, many low-rated essays exceed this limit This analysis examines the differences in t-unit numbers across three key sections: introduction, body paragraphs, and conclusion Both English and Vietnamese essays consist of these three components, but the content included in each section varies significantly, impacting overall essay quality.
This article examines the topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies It emphasizes the significance of organizing ideas effectively to improve overall clarity and cohesion in academic writing By focusing on topical structure, the study aims to provide insights and strategies that can help students develop stronger, more coherent essays, ultimately contributing to their academic success.
Vietnamese indirect ways of expressing ideas decrease the level of coherence of the essays, especially in introductory and concluding paragraphs
Low-rated essays tend to include more sub-topics compared to high-rated ones, indicating that students who produce higher quality work introduce fewer new subtopics Writers of high-rated essays demonstrate the ability to develop their topics more evenly across various levels, while those with low-quality essays struggle with this balance Additionally, skilled writers are more likely to revisit higher-level topics towards the conclusion of their compositions, contrasting with the patterns observed in low-rated essays.
3.1.2.2 The topical structures of t-units in essays
The analysis of topical structures in high-rated and low-rated essays reveals a similar tendency in the realization of the ISE, mood S, and topical S Both groups predominantly utilize topical structure type 1 (T1), where the ISE, mood S, and topical S align, and topical structure type 2 (T2), where the ISE is distinct while mood S and topical S coincide The significant use of T1 indicates that students frequently express their ideas directly by initiating clauses with topical subjects, particularly in the first clause of both introduction and body paragraphs.
Proportions of topical progressions in essays
This section explores the connection between holistic evaluation and topical progression in essays authored by Vietnamese students It specifically compares low-rated and high-rated essays, analyzing the occurrences of topical progression within introduction, body, and conclusion paragraphs By examining these elements, the study aims to gain insights into how different types of topical progression contribute to the overall quality of the essays.
This study explores topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By examining the organization of topics within essays, the research aims to identify strategies that improve clarity and flow, ultimately aiding students in developing more coherent academic writing The findings highlight the importance of structured topic management in fostering effective communication in English essays.
3.2.1 Findings on the difference between two groups of essays 3.2.1.1 Topical progressions used in all essay paragraphs
Comparing and contrasting the progression portions of all paragraphs
In general, there were significant differences in the proportions of each type of progressions between high-scored and low-scored essays
Figure 2: The difference on the portions of each type of topical progression in Low-rated and high-rated essays
Figure 2 illustrates the varying proportions of progression types in two groups of essays Notably, the highly-rated essays exhibit distinct patterns in topical progressions compared to the low-rated ones, particularly in the use of SP and PP.
In both high-rated and low-rated essays, the dominant structure is the SP, followed by PP and EPP High-rated essays feature a greater proportion of SP at 58.3%, compared to 43.9% in low-rated essays The EPP proportions are relatively similar, with 13.9% in high-rated and 12.8% in low-rated essays The most notable difference lies in the PP, where low-rated essays exhibit a higher percentage at 38.3%, while high-rated essays show only 27.8%.
This article explores the topical structure analysis aimed at enhancing coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By focusing on the organization of ideas and the logical flow of content, the study seeks to improve students' writing skills and overall essay quality The findings emphasize the significance of coherent structures in academic writing, providing insights into effective strategies for students to articulate their thoughts more clearly and persuasively.
The quality of essays is significantly influenced by the proportions of supporting points (SP) and personal perspectives (PP) High-rated essays typically feature a greater amount of SP and a reduced presence of PP compared to their lower-rated counterparts.
Comparing and contrasting the topical portions of body paragraphs
The analysis reveals distinct differences in topical progression between high-rated and low-rated essays, highlighting the specific roles of introductory, developing, and concluding paragraphs in shaping these progressions Each essay section contributes uniquely to the overall structure, particularly the body paragraphs, which play a crucial role in determining the effectiveness of topical progressions The findings emphasize that the developing paragraphs significantly influence the overall progression of the essays, underscoring their importance in essay quality.
Figure 3 illustrates the distribution of various progression types in the body paragraphs of student essays Notably, the distinctions between low-rated and high-rated essays in these sections mirror those observed in the overall essay evaluations.
In high-rated essays, body paragraphs are characterized by a significant emphasis on supporting points (SP), which comprise 57% of the content, along with smaller proportions of points of principle (PP) at 27% and elaborative supporting points (EPP) at 16% Conversely, low-quality essays display a higher percentage of PP at 41.8%, with SP slightly lower at 43.4% Furthermore, high-rated essays demonstrate a balanced approach to PP and EPP, indicated by a narrow gap between their percentages, specifically 27% for PP and 16% for EPP, compared to the wider disparity of 41.8% and 14.8% seen in low-rated essays.
Sequential high-rated essays Low-rated essays
This article examines the topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies It emphasizes the importance of organizing ideas effectively to improve clarity and flow in academic writing By analyzing the topical structure, the study aims to provide strategies that help students achieve better coherence in their essays, ultimately leading to improved academic performance and communication skills in English.
In summary, the portion of PP is significantly different between the body paragraphs in low-rated and high-rated essays
3.2.1.2 Topical progressions in introductions and conclusions
This section provides a detailed comparison of progression percentages in the introductions and conclusions of two essay groups While the overall difference in progression between low-rated and high-rated essays is minimal, the subtypes of progression used in the introductions significantly differentiate high-quality essays from their lower-rated counterparts.
Topical progressions used in introductory parts of the essays
Figure 4: The proportions of different types of progression in the introductions of two groups of essays
Figure 4 illustrates the distribution of topical progression types in essay introductions, revealing that well-written essays consistently employ a higher percentage of Simple Progression (SP) and a lower percentage of Parallel Progression (PP) compared to poorly written essays.
High-rated essays typically do not employ EPP in their introductory paragraphs Consistent with previous findings, the predominant progression used in introductions is the SP Notably, there are three subtypes of SP (Schneider and Conner, 1990), which warrant examination to differentiate between low and high-quality essays.
S high-rated essays Low-rated essays
This study focuses on topical structure analysis to enhance coherence in English essays written by fourth-year students at the English Department of Vietnam National University, University of Language and International Studies By examining the organization of topics within essays, the research aims to improve students' writing skills and overall clarity in their academic work The findings highlight the importance of coherent structure for effective communication in English essays, providing valuable insights for both educators and students in the field of language studies.
Table 4 illustrates the uses of three subtypes of SP in introductory paragraphs of two group essays
According to statistics in Table 4, there is a significant difference in the percentage of three subtypes of SP in the introductions
Introduction low- rated high- rated low- rated high- rated
Table 4: The subtypes of sequential in the introductions
The frequencies of sentence patterns (SP) in low-rated and high-rated essays are quite similar, with 21 in low-rated essays and 22 in high-rated ones However, high-rated essays feature a significantly higher proportion of SP (d) at 47.4%, while SP (u) accounts for only 10.5% In contrast, low-rated essays show a smaller percentage of SP (d) at 9.5% and a larger proportion of SP (u) at 52.4%, highlighting a notable difference in the use of sentence structures between the two essay ratings.