Proposing Thematic Diversity Reference Model for Essay Writing and Assessment


  • G. Jeyaseelan Department of English Language Teaching, University of Vavuniya, Sri Lanka
  • J. Subajana Department of English Language Teaching, University of Vavuniya


The tertiary level learners show inadequacy in thematic diversity in their essay writing in English, especially in non-English speaking countries. The learners’ effectiveness in developing the topic is unsatisfactory, affecting their creativity and performance and, finally, the evaluation of their essays. Though there are guidelines and textbooks for developing writing skills, inadequate training with a proper practice model reflects weak performance at the university level. Writers can develop a topic in diverse ways from multidisciplinary, spatial, and temporal perspectives. Therefore, a simplified guiding Model is proposed for facilitation. This paper describes the Model and application instruction in the pre-writing, writing and post-writing processes. It can be an efficient tool for students in their written course assignments, essay questions in examinations, and creative writing. In addition, it can be an effective tool for teachers to teach and assess expressive language skills like essay writing. A visually designed Thematic Diversity Reference Model for textual production and assessment developed in this research addresses this thematic non-diversity. The topic is approached at four levels: 1) Content, 2) Strategic, 3) Tactic, to 4) Logical Approaches. It stimulates feelings, ideas and activities in abstract and concrete ways and from different perspectives, as described in the schema theory of J. Piaget (1957) and the Social Learning Theory of Albert Bandura (1999), thus diversifying and enhancing the theme or topic and the sub-themes consequently. The researchers analysed an essay written in English to explain its usefulness in writing and assessment. The analysis was dominantly qualitative. The application reveals a significant failure in all four approaches. It identifies the absence of multidisciplinary nature, critical, creative, temporal, spatial, and contextual expansion, statistical, ideological, experiential, and referential information, causal and logical relationships, cohesion, and coherence. Thus, the Model assists the writer and the reader, advocating pedagogical solutions in developing writing strategies for better performance and assessment. It applies to interdisciplinary and multidisciplinary writings, social sciences, and humanities.

KEYWORDS: Essay writing, Thematic diversity, Creativity; Evaluation; Reference model