Topical Structure in Argumentative Essays of EFL Learners and Implications for Writing Classes

Mehmet Kiliça, Bilal Genç, Erdoğan Bada conducted a study titled Topical Structure in Argumentative Essays of EFL Learners and Implications for Writing Classes. Their study published in 2016 by Journal of Language and Linguistic Studies.

Their study aims to analyze the topical structure of argumentative essays written by Turkish learners of EFL. The learners' ability to create cohesion and coherence can be evaluated on the level of their capability to use topical progression appropriately. 

Lautamatti, (1987) stated that subtopics which arranged hierarchically contribute to the development of the discourse topic and it seems likely that most sentences making up one subtopic form a sequence whereby the discourse proceeds.

The Turkish EFL learners are not as skilled as they should be in topical structuring. The types of progression they usually use are parallel and sequential, while extended progression less common in their essays. They mostly use pronouns for parallel progression, whereas they switch to new noun phrases for sequential progression.

Focusing specifically on the components of those courses such as coherence. Writing course books should be analyzed to see whether they guide language teachers to adequate coherence and cohesion training.

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