Themes, Thematic Progressions, and Some Implications for Understanding Discourse

Written Communication Jul 1991

Themes, Thematic Progressions, and Some Implications for Understanding Discourse

WILLIAM J. VANDE KOPPLE

Abstract

This article explores some of the confusion and sources of that confusion in the research relating parts of clauses to the communicative roles that they play. It proposes that M.A.K. Halliday's system of analyzing a sentence into one or more of three possible kinds of themes and a rheme is a useful system in which the research relating parts of clauses to their communicative roles can be carried out. The article examines and briefly critiques Halliday's system of analysis and then goes on to compare some of Halliday's terms with those used in other systems. The article concludes by discussing some implications that this system might have for understanding aspects of discourse production, structure, or reception.

Journal: Written Communication
Published: 1991-07-01
DOI: 10.1177/0741088391008003002
Open Access: Closed
Topics: multilingual writers

Citation Context

Cited by in this index (3)

Kopple (2002)

From the Dynamic Style to the Synoptic Style in Spectroscopic Articles in the P…

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NYSTRAND et al. (1993)

Where did Composition Studies Come from?

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MacDONALD (1992)

A Method for Analyzing Sentence-Level Differences in Disciplinary Knowledge Making

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Cites in this index (4)

PALACAS (1989)

Parentheticals and Personal Voice

Written Communication
COOPER (1988)

Given-New

Written Communication
Haswell (1986)

The Organization of Impromptu Essays

College Composition and Communication
Kopple (1983)

Something Old, Something New: Functional Sentence Perspective

Research in the Teaching of English

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