A study of thesis statements in IELTS essay writings band 7
DOI:
https://doi.org/10.53696/27753719.51252Keywords:
Band seven, IELTS essay writings, purposes, syntactic sentences, thesis statementAbstract
Although studies on the International English Language Testing System (IELTS) have received more scholarly attention, including in essay writings, studies focusing on thesis statements are hardly found in the literature. In contrast, the roles of thesis statements are pivotal in writing essays, not only for creating coherences of content structures but also for expanding the creativity of writing. By understanding this need, this study intends to focus on analyzing how thesis statements are constructed in IELTS essay writings band seven. This study used a genre-based approach for analyzing 20 essay writings on band seven as corpus analyses. The results showed that the role of a thesis statement is obligatory in this study, and its positions are located in the last sentence of the first paragraph of each essay. Its length, types of sentences, and the purposes of thesis statements are further reported in the results section and interpreted in the discussion section. These findings imply that writing an IELTS essay must contain thesis statements because its appearance is not only to help test takers control their ideas for cohesive content but also to help examiners examine the structural contents of the essay.
Downloads
References
Adnan, Z. (2010). Rhetorical patterns of Indonesian research articles: A genre of Indonesian academic writing. VDM Verlag Dr Müller.
Adnan, Z. (2011). ‘Ideal-problem-solution’(IPS) model: A discourse model of research article introductions (RAIS) in education. Australian Review of Applied Linguistics, 34(1), 75-103. https://doi.org/10.1075/aral.34.1.05adn
Ananda, R. P., Arsyad, S., & Dharmayana, I. W. (2018). Argumentative Features of International English Language Testing System (IELTS) Essays: A Rhetorical Analysis on Successful Exam Essays. International Journal of Language Education, 2(1), 1-13. https://doi.org/10.26858/ijole.v2i1.4768
Ariani, N., & Arham, M. (2020). An analysis of EFL test takers’ problems in IELTS writing task. Tamaddun, 19(2), 132-140. https://doi.org/10.33096/tamaddun.v19i2.81
Arsyad, S., & Zainil, Y. (2023). Research gap strategies in article introductions of different rank applied linguistics journals. Studies in English Language and Education, 10(1), 216-234. https://doi.org/10.24815/siele.v10i1.25302
Asari, S., & Maruf, N. (2022). Organizational method of EFL undergraduate students’ academic essay writing with and without pre-determined topic. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, 5(3), 25637-25648. https://doi.org/10.33258/birci.v5i3.6610
Bhatti, M. S. (2021). Investigating the Ways to Improve Essay Writing by IELTS Students EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics, 5(1), 56-67. https://doi.org/10.32520/eji.v5i1.1333
Casal, J. E., Lu, X., Qiu, X., Wang, Y., & Zhang, G. (2021). Syntactic complexity across academic research article part-genres: A cross-disciplinary perspective. Journal of English for Academic Purposes, 52, 100996. https://doi.org/10.1016/j.jeap.2021.100996
Damayanti, I. L., Hamied, F. A., Kartika-Ningsih, H., & Dharma, N. S. (2023). Building knowledge about language for teaching IELTS writing tasks: A genre-based approach. Studies in English Language and Education, 10(2), 756-776. https://doi.org/10.24815/siele.v10i2.26957
Dang, C. N., & Dang, T. N. Y. (2023). The predictive validity of the IELTS test and contribution of IELTS preparation courses to international students’ subsequent academic study: Insights from Vietnamese international students in the UK. RELC Journal, 54(1), 84-98. https://doi.org/10.1177/0033688220985533
Divsar, H., & Heydari, R. (2017). A corpus-based study of EFL learners’ errors in IELTS essay writing. International Journal of Applied Linguistics and English Literature, 6(3), 143-149. https://doi.org/10.7575/aiac.ijalel.v.6n.3p.143
Dontcheva-Navratilova, O. (2016). Rhetorical functions of citations in linguistics research articles: a contrastive (English-Czech) study. Discourse and Interaction, 9(2), 51-74. https://doi.org/10.5817/DI2016-2-51
Gagen, T., & Faez, F. (2024). The predictive validity of IELTS scores: a meta-analysis. Higher Education Research & Development, 43(4), 873-888. https://doi.org/10.1080/07294360.2023.2280700
Jafary, M., Amani, S. F., & Benoit, B. (2023). Enhancing Writing Proficiency: The Role of Model Essays as Corrective Feedback Tools in IELTS Writing Task Achievement and Coherence/Cohesion. English Language Teaching, 16(11), 1-1. https://doi.org/10.5539/elt.v16n11p1
Lim, J. M.-H. (2014). Expert writers’ descriptions and justifications of research instruments and materials: Using communicative resources to generate promotional effects. Journal of Applied Linguistics and Professional Practice, 11(2), 154-176. https://doi.org/10.1558/japl.34704
Nenotek, S. A., Tlonaen, Z. A., & Manubulu, H. A. (2022). Exploring university students’ difficulties in writing english academic essay. Al-Ishlah: Jurnal Pendidikan, 14(1), 909-920. https://doi.org/10.35445/alishlah.v14i1.1352
Nguyen, L. Q., & Le, H. V. (2022). Improving L2 learners’ IELTS task 2 writing: the role of model essays and noticing hypothesis. Language Testing in Asia, 12(1), 58. https://doi.org/10.1186/s40468-022-00206-0
Oktavianti, D., Gusmuliana, P., & Apriani, E. (2021). The Students’ Strategies in Developing Their Ideas in Writing Essay. Jadila: Journal of Development and Innovation in Language and Literature Education, 1(4), 389-406. https://doi.org/10.52690/jadila.v1i4.157
Pearson, W. S. (2022). Student engagement with teacher written feedback on rehearsal essays undertaken in preparation for IELTS. SAGE Open, 12(1), 1-17. https://doi.org/10.1177/21582440221079842
Peltekov, P. (2021). The International English Language Testing System (IELTS): A Critical Review. Journal of English Language Teaching and Linguistics, 6(2), 395. https://doi.org/10.21462/jeltl.v6i2.581
Petrić, B. (2007). Rhetorical functions of citations in high-and low-rated master's theses. Journal of English for Academic Purposes, 6(3), 238-253. https://doi.org/10.1016/j.jeap.2007.09.002
Pham, Q. H. P. (2022). A corpus-based approach to grammar instruction in IELTS writing classes. RELC Journal, 53(3), 723-730. https://doi.org/10.1177/0033688220952170
Read, J. (2022). Test review: The international English language testing system (IELTS). Language Testing, 39(4), 679-694. https://doi.org/10.1177/02655322221086211
Saprina, C. M., Rosyid, A., & Suryanti, Y. (2021). Difficulties in developing idea encountered by students in writing argumentative essay. Journal of English Teaching and Linguistics Studies (JET Li), 3(1), 48-54. https://doi.org/10.55215/jetli.v3i1.3419
Shareef, L. A. (2023). Improving IELTS speaking skills of EFL learners through the extensive reading at a tertiary level. Amazonia Investiga, 12(63), 123-133. https://doi.org/10.34069/AI/2023.63.03.11
Wale, B. D., & Bogale, Y. N. (2021). Using inquiry-based writing instruction to develop students’ academic writing skills. Asian-Pacific Journal of Second and Foreign Language Education, 6, 1-16. https://doi.org/10.1186/s40862-020-00108-9
Warsidi. (2021a). Rhetorical Patterns of Indonesian Research Articles in Law and History Disciplines: A Genre-Based Analysis [Dissertation, University of New England, Australia].
Warsidi. (2021b). What Communicative Functions to Begin Writing a Research Article Abstract in the Applied Linguistics Discipline? Jurnal Sinestesia, 11(2), 150-161. Retrieved from https://www.sinestesia.pustaka.my.id/journal/article/view/102
Warsidi. (2022). Genre analysis of English vs. Indonesian application letters. Journal of English Language Teaching and Linguistics, 7(2), 419-435. https://doi.org/https://dx.doi.org/10.21462/jeltl.v7i2.857
Warsidi. (2023a). Promoting research through claiming centrality and explicit research contributions in applied linguistics research articles. JOALL (Journal of Applied Linguistics and Literature), 8(2), 264-280. https://doi.org/https://doi.org/10.33369/joall.v8i2.26491
Warsidi. (2023b). Syntactic Choices in Indonesian Research Articles from the Disciplines of History Education and Law: What do Authors Prefer? Didaktika, 12(4), 975-982. https://doi.org/10.58230/27454312.335
Warsidi, Adnan, Z., & Maniam, V. (2024). A Contrastive Genre-Based Study of English and Indonesian RAIs in the History Discipline. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 467-488. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/270422
Warsidi & Adnan, Z. (2024). The rhetorical strategies to create incremental innovation in applied linguistics research articles. JOALL (Journal of Applied Linguistics and Literature), 9(1), 1-19. https://doi.org/10.33369/joall.v9i1.29780
Warsidi, W. (2024a). The Rhetorical Model of English Sales Copies Posted on Instagram. LLT Journal: A Journal on Language and Language Teaching, 27(1), 305-319. https://doi.org/10.24071/joll.v24i2.6455
Warsidi, W. (2024b). The Rhetorical Model of Indonesian Research Article Introductions (RAIs) in the Law Discipline: Problems and Opportunities. Journal of Language and Literature, 24(2), 315-327. https://doi.org/10.24071/joll.v24i2.6455
Warsidi, W., Damayanti, N., & Syurganda, A. (2024). The Rhetorical Model of IELTS Speaking Test Band 7 or Above. Premise: Journal of English Education and Applied Linguistics, 13(2), 429-445. https://doi.org/10.24127/pj.v13i2.9256
Warsidi, W., & Maniam, V. (2024). Academic Conflicts in Research Articles Discussion: The Case of Indonesian and Malaysian Authors. Issues in Language Studies, 13(2), 1-16. https://doi.org/10.33736/ils.5865.2024
Downloads
Published
How to Cite
Issue
Section
Categories
License
Copyright (c) 2025 Warsidi Warsidi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe on the rights of others).
- they agree to license and copyright agreement.
All articles published are licensed under Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-NonCommercial License (CC BY-NC 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
