摘要：AbstractThis study investigated any possible relationship between the learners’ essay scores based on IELTS analytic essay scoring criteria and those based on the ratio of thematic progression patterns. The participants included a class of upper-intermediate students at Urmia University in “Essay Writing” course and were assigned an argumentative topic to write about. Analytic scores were given using IELTS scoring criteria, and then based on thematic progression patterns–including constant (CP), simple linear (SLP), split, and derived hyper-thematic progression (Danes, 1974; McCabe, 1999). The findings indicated no strong correlation between the scores based on IELTS writing scoring criteria and those based on thematic progression patterns. This study calls for including thematic progression as an important index in scoring essays at high-stake exams. Suggestions are also given for teachers to diversify their corrective feedback they provide to their students’ writings through including discoursal features of essays such as thematic progression.
