VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERANTIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

FUNCTIONAL GRAMMAR
Lecturer: Nguyễn Thị Minh Tâm

THEMATIC
Group 6 – 17E2:

DEVELOPMENT
1. Đỗ Thị Lan Anh
2. Đỗ Ninh Chi
3. Nguyễn Nguyệt Hà
4. Tạ Phương Thảo
5. Đỗ Quỳnh Trang
6. Võ Thị Trang
7. Phạm Huyền Trang

Table of Contents
A. Text 1...................................................................................................................................................2
1. Thematic structure analysis.................................................................................................................2
2. Thematic development..........................................................................................................................5
a. Linear progression...........................................................................................................................5
b. Constant progression........................................................................................................................5
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3. Suggestion for improvement................................................................................................................6

B. Text 2....................................................................................................................................................7
1. Thematic structure analysis.................................................................................................................7
2. Thematic development........................................................................................................................10
a. Linear progression.........................................................................................................................10
b. Constant progression:.....................................................................................................................10
c. Split rheme progression:.................................................................................................................11
3. Suggestion for improvement..............................................................................................................11
C. Comparison of the two texts................................................................................................12
D. Conclusion......................................................................................................................................14
E. References.......................................................................................................................................15

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A. Text 1
Among all jobs that I have known about, I would like to become a teacher in an educational
organisation in Vietnam so as to apply my knowledge about English to real life.

Being a teacher is a fertilized land for me to use as well as develop my English skills. As a teacher
of English, I am required to use English as the main language to teach and interact with students in class.
When teaching, the teachers use English to explain new words and deliver knowledge to students. On the
other hand, students are also encouraged to communicate with teachers in English actively.

Besides, a teacher of English could make use of English to request students to cooperate in some
class activities. It means that teachers could use English to create a good environment for students’
development. Furthermore, when students break some class rules, the teacher can tell them to be quiet and
focus on lessons.

In conclusion, becoming a teacher, I can take advantage of my English knowledge not only for
teaching activities but also for creating and remaining relationship with students.

1. Thematic structure analysis

Sentence Theme 1 Rheme 1

Textual Interpersonal Topical

1 (marked) I would like to become a teacher

in an educational organisation in
Among all jobs
Vietnam so as to apply my
that I have
knowledge about English to real
known about
life.

Sentence Theme 2 Rheme 2

Textual Interpersonal Topical

2
(unmarked) is a fertilized land for me to use
as well as develop my English
Being a teacher
skills.

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Sentence Theme 3 Rheme 3

Textual Interpersonal Topical

3
(marked) I am required to use English as
the main language to teach and
As a teacher of
interact with students in class.
English,

Sentence Theme 4 Rheme 4

Textual Interpersonal Topical

4 (marked)
the teachers use English to
When teaching explain new words and deliver
knowledge to students.

Sentence Theme 5 Rheme 5

Textual Interpersonal Topical

5 (conjunctive)
(unmarked) are also encouraged to
On the other
communicate with teachers in
hand students
English actively

Sentence Theme 6 Rheme 6

Textual Interpersonal Topical

6 (continuative)
(unmarked) could make use of English to
Besides request students to cooperate in
a teacher of
some class activities
English

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Sentence Theme 7 Rheme 7

Textual Interpersonal Topical

7
It means that (unmarked) could use English to create a
good environment for students’
teachers
development

Sentence Theme 8 Rheme 8

8 Furthermore, when students break some rules, the teacher can tell them to be
quiet and focus on lesson

when students break Rheme

(Textual) some
rules
(Conjunctive)
Theme 9 Rheme 9

textual topical unmarked

Sentence Theme 10 Rheme 10

Textual Interpersonal Topical

9 (continuative)
(marked) I can take advantage of my
In conclusion English knowledge not only for
becoming a
teaching activities but also for
teacher
creating and remaining
relationship with students

2. Thematic development

Theme Textual Interpersonal Topical

Number (per 5/10 1/10 10/10

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sentences)

Proportion 50% 10% 100%

Topical
Theme
Marked Unmarked

Number (per sentences) 6/10 4/10

Proportion 60% 40%

a. Linear progression

Rheme 1 → theme 2

Rheme 3 → theme 4

Theme 6 + Rheme 6 → Theme 7

Rheme 4 → Theme 5

b. Constant progression

Theme 2 → Theme 3

Theme 3 → theme 6 (Gapped Constant)

Theme 6 → theme 10 (Gapped Constant)

3. Suggestion for improvement

Among all jobs that I have known about, I would like to become a teacher in an educational
organisation in Vietnam so as to apply my knowledge about English to real life.

Being a teacher is a fertilized land for me to use as well as develop my English skills. As a teacher
of English, I am required to use English as the main language to teach and interact with students in class.
When teaching, the teachers use English to explain new words and deliver knowledge to students. At the
same time, interaction in English is also highly encouraged between the students and the teacher.

Besides, a teacher of English could make use of English to request students to cooperate in some
class activities. It means that he or she could use English to create a good environment for students’
development. For example, when students break some class rules, the teacher can tell them to be quiet and
focus on lessons in English.

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In conclusion, becoming a teacher, I can take advantage of my English knowledge not only for
teaching activities but also for creating and remaining relationship with my students.

B. Text 2
In my opinion, no matter what job I choose in the near future, language will always play an
essential role in paving my path to success. I want to prove that statement by considering the role of two
languages: my mother tongue (Vietnamese) and my second language (English) in various professions.

First, Vietnamese plays such a fundamental part in many careers that many people may easily
underestimate its functions. In areas making profit by trying to sell products to customers, such as sales or
by smoothening that process, such as: marketing, public relation (or the so called PR), advertising,
language helps deliver the messages targeted to customers so as to persuade them to buy the products. In
addition to that, language is the bridge that connects employees and employers within a cooperation not
only in working out a plan together but also in promoting friendship or fellowship outside office.

Secondly, in international organization, the use of English is crucial as it is the most wildly speak
language throughout the globe. Anyone who wishes to work in such company has to master not only
language for communicating but also professional language.

In conclusion, I think English and Vietnamese are both important in my future job.

1. Thematic structure analysis

Sentence Theme 1 Rheme 1

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1 Textual Interpersonal Topical

In my opinion language will always play an

(marked)
essential role in paving my path

no matter what to success.

job I choose in
the near future

Sentence Theme 2 Rheme 2

2 Textual Interpersonal Topical

want to prove that statement by

(unmarked)
considering the role of two

I languages: my mother tongue

(Vietnamese) and my second
language (English) in various
professions.

Sentence Theme 3 Rheme 3

3 Textual Interpersonal Topical

(continuative) plays such a fundamental part in

(unmarked)
First many careers that many people

Vietnamese may easily underestimate its

functions.

Sentence Theme 4 Rheme 4

4 Textual Interpersonal Topical

language helps
(marked)
deliver the

In areas making profit by messages targeted

trying to sell products to to customers so as

customers, such as sales or to persuade them to

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buy the products.

by smoothening that
process, such as: marketing,
public relation (or the so
called PR), advertising

Sentence Theme 5 Rheme 5

5 Textual Interpersonal Topical

(conjunctive) is the bridge that connects

(unmarked)
In addition to employees and employers within
that language a cooperation not only in
working out a plan together but
also in promoting friendship or
fellowship outside office.

Sentence Theme 6 Rheme 6

6 Textual Interpersonal Topical

(continuative) the use of English is crucial as it

(marked)
Secondly is the most wildly speak

in international language throughout the globe.

organization

Sentence Theme 7 Rheme 7

7 Textual Interpersonal Topical

has to master not only language

(unmarked)
for communicating but also

Anyone who professional language

wishes to work
in such
company

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Sentence Theme 8 Rheme 8

8 Textual Interpersonal Topical

(continuative) I think are both important in my future

(unmarked)
In conclusion job

English and
Vietnamese

2. Thematic development

Theme Textual Interpersonal Topical

Number (per
4/8 2/8 8/8
sentences)

Proportion 50% 25% 100%

Topical
Theme
Marked Unmarked

Number (per sentences) 3/8 5/8

Proportion 37,5% 62,5%

a. Linear progression

Theme 1 + Rheme 1 → Rheme 2

Rheme 3 → Theme 4

Rheme 4 → Theme 5

Rheme 2 → Theme 8

b. Constant progression:

Theme 6 → Theme 7

c. Split rheme progression:

Rheme 2 → Theme 3

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↘ Rheme 6

3. Suggestion for improvement

In my opinion, no matter what job I choose in the near future, language will always play an
essential role in paving my path to success. That statement can be proven by considering the role of two
languages: my mother tongue (Vietnamese) and my second language (English) in various professions.

First, Vietnamese plays a fundamental part in many careers but many people may easily
underestimate its functions. In areas of making profit by trying to sell products to customers, such as sales
or by smoothening that process, such as: marketing, public relation (or the so called PR), advertising, the
language helps deliver the messages targeted to customers so as to persuade them to buy the products. In
addition to that, this language is the bridge that connects employees and employers within a cooperation,
not only in working out a plan together but also in promoting friendship or fellowship outside office.

Second, English is crucial as it is the most widely spoken language throughout the globe,
especially in international organizations. Anyone who wishes to work in such companies has to master not
only English for communicating but also professional English.

In conclusion, I think English and Vietnamese are both important in my future job.

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C. Comparison of the two texts

Table 1. Thematic progression of text 1 Table 2. Thematic progression of text 2

Thematic progression
Text
Linear Constant Split rheme

1 4 3 -

2 4 1 1

The proportions of textual themes and interpersonal themes in the two texts are relatively similar.
Specifically, there are 4 textual themes in both texts, 1 interpersonal theme in text 1 and 2 interpersonal
themes in text 2. The use of these two types of themes seemingly increase the lexical cohesion of the text.
They signal to the reader what the relationships are between the different clauses, sentences and
paragraphs, which makes the message easier to follow. For example, the author of text 2 wants to address
two arguments in his text, so he uses “First”, “Second” to signal each argument, or both authors use “In
conclusion” to signal the ending of their texts. Most of the textual and interpersonal themes in text 2 work
quite effectively to facilitate the reader’s understanding of the text; however, some textual themes in text 1
such as “On the other hand” and “Furthermore” might be misused as those cohesive devices are not
suitable in terms of meaning to connect the sentences.

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As to the use of thematic progression, text 1 appears to be more consistent in the choice of thematic
progression patterns than the other text since both texts adopt linear and constant progression pattern; but
in text 2, we can notice the appearance of another type, which is split rheme pattern. An analysis of
thematic progression reveals that linear progression is the most frequently used in both texts. However, in
text 1, we cannot see the clear dominance of this type (which appears 4 times) since it is closely followed
by constant progression (which appears 3 times). Meanwhile, in text 2, the dominance of linear
progression seems to be more pronounced since only 1 constant pattern is found, compared to 4 linear
ones. Besides, the use of split rheme pattern (Rheme 2 → Theme 3, Rheme 2 → Rheme 6) in text 2
indicates that the author wants to organize the text into 2 arguments. At the same time, constant and linear
progressions make the sentences in text 1 connected to support 1 argument throughout the text.

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D. Conclusion
Overall, both linear progression and constant progression have been employed in the texts.

It can also be seen that the writer has given priority to linear progression in both writings. The reason for
this is that linear progression is the most elementary, or basic, thematic progression. It helps to create a
more profound connection between the sentences following each other and thus, making the writing more
cohesive. Furthermore, giving priority to linear progression is reasonable because it helps the writer to
provide a logical means of creating cohesion, especially in an argumentative writing like this one.

However, in text 1, the writer uses linear and constant progression relatively equally because the writer
wants to provide both the logical sequence of ideas and the repetition of theme (constant progression). It
can be seen that the author uses constant progression more frequently in the first text than in the second
one as he wants to focus on the unity of the text as well as reminding the audience of the subject.
However, such overuse of constant progression here seems to create clumsiness that makes the text
obtrusive.

In text 2, linear progression becomes dominant as the writer wants to concentrate on explanation and the
logical order to make the text more convincing.

From our perspective, text 2 is more cohesive as the writer has used alternative progression types
including linear, constant and split rheme progression. Such a variety of theme progression has enhanced
connectivity between ideas in the text, allowing the writer to convey his ideas more clearly and
effectively. For example, the employment of split rheme progression has increased the persuasiveness of
the text as the list of related information has been provided to illustrate a main point.

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E. References
1. Khedri, Mohsen. (2012). The importance of thematic structure in students writing cohesion. Language
in India. 12. 64-78.
2. Jing, W. (2015). Theme and Thematic Progression in English Writing Teaching. Journal of Education
and Practice, 6(21), 178–186. Retrieved from https://files.eric.ed.gov/fulltext/EJ1079122.pdf

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