Teaching Thematic Structure in Greek through Design-Based Research

Its Effects on Student Argumentative Written Productions

Abstract

In the ESL/EFL bibliography it is suggested that teaching topical structure analysis helps students improve coherence in writing. This paper aims at presenting an integrated thematic structure teaching model for Greek secondary education and arguing for its impact on student argumentative text writing in terms of cohesion and coherence. The research methodology followed was design-based, involving four pre- and four post-tests student writing samples, field notes derived mainly from three non-participant observers and the teacher-researcher, and four focus group student interviews, along with two observer interviews. The findings indicate that student writing significantly improved following this intervention. In addition, student post-test performance was closely related to the explicit and systematic teaching of thematic structure. These results suggest that the new model can further be used in developing the writing skills of secondary education students.