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1.1. RATIONALE
The International English Language Testing System (IELTS) is one of the most
popular English language proficiency tests for higher education and global
migration nowadays. There are four sections in the Ielts test: listening, reading,
writing and speaking. For most candidates, writing is the most challeging and
difficult part, task 2 in particular. In Ielts writing section, Grammatical Range
take a role as one decisive factor of a successful writing in four benchmarks for
IELTS Writing marking schemes as: Task Achievement, Coherence and
Cohesion, Lexical Resource, and Grammatical Range and Accuracy.
According to British Council, if a candidate wants to get a 7 band score or
higher, he or she has to uses a wide range of structures, the majority of
sentences are error-free and makes only very occasional errors or
inappropriateness use a variety of complex structures, as well as have good
control of grammar and punctuation. However, the term “a wide range of
structures” is ambiguous. Whether it means that the writer should use a number
of different types of complex sentences or the candidate should use many
complicated structures, which include compound sentences, complex
sentences, and compound-complex sentences.
There have been many types of research on the effects of model essays on
learning writing. The study Exploring the Role of Model Essays in the IELTS
Writing Test: A Feedback Tool by Makoto Abe (2008) obviously shows that
model texts (sample answers) as a source of feedback in second language
writing play a substantial role. Similarly, according to Qi and Lapkin (2001),
model essays can be a useful reference tool for students to improve their essay
writing in both meta-language factors (lexicon, syntax, semantics, discourse)
and language-related factors (structure, organization).
Although the significant usage of IELTS model essays as well as the necessity
to write a variety of complex structures in writing an essay have been
researched, there have been few studies investigating on the syntactic features
of sentences and mentioning specifically about the frequency of using types of
sentences in the IELTS model essays classified into groups of band scores.
Non-native immigrants and oversea students to some countries like Australia,
Canada, England have to get at least 5 to 5.5 Ielts band score and many of
universities commonly require their students to have a Ielts band 5.5 to 7.5
certificate to appply in or graduate while candidates who get band 8 to 9 are
considered as a excellent users of English and can become an Ielts tutor or
teacher. The choice of this study is to explore types of sentences in terms of
structure and the regularity of using them in Ielts writing model essays
classified into three groups: band 5 to 6, band 6.5 to 7.5 and band 8 to 9 by
practical reliable sources of Ielts websites, which contain IELTS model essays
divided correspondingly to band scores ranging from 5 to 9. The study is
entitled “A Study on the sentence types in IELTS Writing Model Essays”.
1.2.1. Aim
The thesis aims to shed light on the density of sentence types in model essays
on three reliable IELTS websites.
1.2.2. Objectives
In order to make the aim achievable, the detailed objectives are set as follows:
- to analyze and describe the sentence types in terms of structure in 300 IELTS
model essays.
- to compare and contrast the distribution of the sentence types used in different
band scores essays.
To achieve the above-mentioned aim and objectives of the thesis, the researcher
attempts to answer the following research questions:
1. How many the sentence types in terms of structure was used in 300 IELTS
model essays and their distribution?
2. What are the similarities and differences of the sentences in the essays of
band 5 to 6, band 6.5 to 7.5 and band 8 to 9?
1.4. SCOPE OF THE STUDY
Given the time constraint and the scope of a master’s thesis, only 300 IELTS
model essays according to three ranges of band scores were chosen for the
investigation. In addition, despite the fact that syntax is commonly considered
at three levels as sentences, clauses, and phrases, this study only deals with the
sentence level. Moreover, sentences in syntax are commonly classified in two
ways: by purpose and by structure, the study only focuses on classifying the
sentences in terms of structure.
There are five chapters in the thesis and they are arranged in the following
order:
Chapter 4, Findings and Discussions, presents and discusses the results of the
study.
This chapter sheds light on the underlying theoretical background related to the
study. The first part offers a brief look at English grammar and then the
characteristics of the sentence and the clause. The chapter subsequently
elaborates the features of IELTS model essays. Then, the previous relevant
studies are mentioned.
Grammar is the rules about how to speak and write in a language. The study of
grammar (the word grammar- Greek: Grammatike- in fact, original meant “the
art of writing”) therefore plays an important role in learning a language. English
grammar is the grammar of the English language. The grammatical units of
English are these: word, phrase, clause and sentence. A sentence is undeniably
the largest independent unit of grammar. In English grammar, the term sentence
structure indicates the arrangement of words, phrases, and clauses in a sentence
(Alexander, 2003; Greenbaum & Nelson, 2002). The grammatical meaning of
a sentence is dependent on this structural organization, which is also called
syntax or syntactic structure (Burton & Roberts, 2016).
In the next part, the definitions, the classification, and the structure of the
sentence and the clause are mainly extracted from the theoretical framework of
Manik Joshi (2014) and Quirk, Greenbaum, Leech & Svartvik (1985).
In terms of purpose, sentences are classified into four types, depending on the
aim of making them. They are declarative sentences, imperative sentences,
interrogative sentences or exclamatory sentences.
(2.2) Go to work.
(2.3) Go to work!
(Source: https://en.wikipedia.org/wiki/Sentence_(linguistics))
Simple sentence (Ssim) contains one independent clause. It may have a subject
and a verb, as in (2.6); a subject and two or more verbs (called “compound
verb”), as in (2.7); two or more subjects (called “compound subject”) and a verb,
as in (2.8); or even two or more subjects and verbs ( called “compound subject and
compound verb”), as in (2.9).
(2.11) He won the competition; he was not satisfied with his performance.
(2.12) He won the competition; however, he was not satisfied with his
performance.
For example:
He participated in the national games, and she fought the general election.
nor: used to express a relationship of “negative addition”. For example,
Here is an example.
(2.15) He won the competition; however, he was not satisfied with his
ClIndep1 ClIndep2
performance.
(Manik Joshi, 2014)
for example, such as, for instance, in other words: used to add an example.
(2.18) School administration praised the boy who won the first prize.
adjective clause
(Manik Joshi, 2014)
Complex Sentences with Adverb Clauses
(2.21) I entered the class after the teacher came, but my classmate didn’t join
ClIndep1 ClDep ClIndep2
the class.
(Manik Joshi, 2014)
(2.22) Even though he won the competition, he didn’t organize the party, but
ClDep ClIndep1
his father bought him a laptop.
ClIndep2
(Manik Joshi, 2014)
(2.23) I will go to the market when I finish my work, and he will go to the
ClIndep1 ClDep1 ClIndep2
Any compilation of books related to IELTS writing may provide practice tests
and the model answers (model essays) or sample answers (sample essays).
Makoto Abe (2008) clearly distinguishes between model essays and sample
essays. According to him, a model essay is a model text written by a native or
a writer of native-like proficiency while a sample essay means a text composed
by a non-native writer. In this study, IELTS model essays mean essays written
by IELTS examiners and written by IELTS candidates because these essays
play the same role as the writing models with band score 6.5 or higher
contributing to improving writing performance of IELTS essays writers.
Makoto Abe (2008) found out that model essays led the L2 learners to notice
various aspects of language and of course, the learner definitely improved their
writing skill. Likewise, Bagheri and Zare (2009) concluded that all the learners
and teachers in his study agreed that IELTS model essays played a positive role
in improving the students’ writing proficiency. Their reasons in order of
importance were reported to be as follows.
(1) Model essays gave us new ideas to develop and support our opinions
related to the topics. Model essays bring a different scope to writing.
words to learn.
In conclusion, using IELTS model essays can be considered very useful for
IELTS writing skills. However, to highly benefit from the essays, L2 learners
should make the right choice of the authentic materials so that they can learn
the mechanism that will increase the competence and flexibility in writing. The
models or samples should be considered as standards against which IELTS
writers can measure their own writing, suggested by Sam Mc Carter (2002).
There are some related studies on the role of IELTS model essays. In The Role
of Using IELTS Model Essays in Improving Learners’ Writing and their
Awareness of Writing Features carried out by Bagheri, M & Zare, M (2009),
the study aimed at investigating the role of using IELTS model essays in
improving Iranian English as a Foreign Language learners’ writing ability. It
further sought to explore these learners’ perceptions as of what aspects of their
writing they noticed to have improved after being exposed to model essays. In
this study, the learners’ attention to writing features was classified into four
language-related fields: lexical resources, form, discourse, and relevance.
There were 65 learners, participating in three groups; group A: intermediate
students with no model essay exposure, group B: intermediate students with
model essay exposure, and group C: advanced students with model essay
exposure. The results revealed that using model essays had a positive effect on
the writing improvement of the learners. The findings indicated that there was
a significant difference in the frequencies of learners’ and all interviewees
expressed their satisfaction with using model essays. Huong (2012) had the
same conclusion in her thesis as the results showed that the learners had to face
many difficulties in learning IELTS writing skills and model texts did bear a
significant impact on the writing improvement of the learners. In addition, all
the interviewees expressed their satisfaction with the use of model texts.
2.4. SUMMARY
To sum up, this chapter has provided the theoretical background for the study
on the syntactic structures at the level of sentence and clause. The IELTS model
essays are also shed light on with the definition and their features. This chapter
folds with a brief review of some previous studies related to the present study.
The next chapter, Chapter 4 gives more insight into the analysis of the syntactic
features of sentences and clauses in 24 IELTS model essays.
CHAPTER 3: METHODOLOGY
This chapter refers to the procedures used to obtain, analyze and interpret the
acquired data. Then the data collection, data analysis, and research procedures
are also illustrated in this section.
To begin with, the study employed qualitative and quantitative methods. The
qualitative method was used for analyzing and describing the syntactic
characteristics of sentences and clauses in 24 IELTS model essays. The
quantitative method was used for providing the researcher with the result of the
occurrence frequency of sentence and clause types in these model essays.
Moreover, this study also made good use of different approaches for data
analysis such as analytic, synthetic, descriptive and contrastive approaches. To
be more specific, the analytic process was employed to clarify the syntactic
features of sentences and clauses in 24 IELTS model essays. Meanwhile, to
compare and contrast different types of sentences and clauses in these essays,
the contrastive process was used. With a view to emphasizing the main features
of 24 IELTS essays and reaching the final conclusion of the investigated data,
the descriptive method and the synthetic method were fully exploited.
In short, the mentioned methods act as the guiding light in conducting this
study. However, qualitative and quantitative methods are mainly used to deal
with data analysis.
3.2. DATA COLLECTION
There is a wide range of books that provide IELTS pieces of writing for IELTS
learners. However, data from this study were only drawn from the Cambridge
English IELTS Series from 01-13. Figure 3.1 illustrates the covers of four
books in this series.
The series of the 13 published Cambridge English IELTS books were destined
for candidates preparing for IELTS. The materials are designed with the aims
to prepare IELTS candidates for the test by familiarising them with the types
of the texts and tasks of IELTS tests, and the level and style of language used
in the tests. The materials can be used for self-study or can be integrated into
an IELTS preparation course. These books are valuable resources for IELTS
study. Each book contains some IELTS practice tests, each comprising sections
of four skills: Listening, Speaking, Reading and Writing. In addition, there is
also an answer key at the back of the book. Especially when it comes to writing,
there are sample answers and model answers provided for the writing tasks to
guide IELTS candidates. These have been included to give an idea of the type
of writing expected. The sample answers were written by IELTS candidates;
each answer has been given a band score and the candidate’s performance is
described. The model answers were written by IELTS examiners as examples
of very good answers, but they are considered as one of many possible
approaches.
Moreover, we can gain easy access to these materials easily without any
copyright infringement, as the hard paper version and the online version are
always available.
The data of the study were chosen on the foundation that 12 IELTS model
essays of IELTS candidates get the band score 6.5 or higher and 12 IELTS
model essays of IELTS examiners are of various topics and length.
Number
of Sentences Clauses
Writer
IELTS examiners
148 481
n=12
IELTS
candidates 207 545
n=12
Total 355 1026
After calculating the number of sentences and clauses written by both IELTS
examiners and IELTS candidates, the next step is performed. All the sentences
were put into four specific categories which are Ssim, Spound, Splex and Sp-p.
Moreover, the types of clauses in the 24 IELTS model essays were also
classified into categories, namely Clfi, Clnonfi and ClVless. Next, the sentence and
clause types were considered in terms of their frequency of occurrence. A
sample analysis is inserted in Appendix B. Last but not least, it comes to the
compare and contrast steps in which the similarities and differences in terms of
syntactic features of sentences and clauses in the essays of IELTS examiners
and those of IELTS candidates are presented.
To conduct this study, the following steps were carried out as stated below:
- Making a decision on the topic for investigation by carefully reviewing
previous studies;
- Deciding on the source of getting data as the model essays and sample essays
in 13 Cambridge IELTS Academic books;
- Choosing 24 IELTS model essays in which there are 12 essays of IELTS
examiners and 12 essays of IELTS candidates (get IELTS band score 6.5 or
higher), typing and computerizing the texts to prepare for the detailed
examination;
- Analyzing the sentences and clauses of 24 IELTS model essays in terms of
structure then putting them into categories;
- Calculating the frequency of occurrence of the sentence and clause types in
24 IELTS model essays;
- Showing and discussing the results of finding in line with the illustrations of
the data;
- Making conclusions and presenting some implications for using IELTS model
essays to improve writing skills for both teachers and students;
- Putting forward some suggestions for further research.
3.5. SUMMARY
This chapter has provided a brief description of the data collection process, data
analysis and research procedures employed in the study. The results of the study
are reported in the next chapter, Chapter 4