Theme and Rheme Patterns in Diplomatic Discourse

Abstract

This study examines theme and rheme patterns in diplomatic
discourse, focusing on UN, EU, and ASEAN texts, to inform English for Specific
Purposes (ESP) pedagogy for future diplomats. Using corpus-assisted
discourse analysis, we identify thematic progression (TP) structures
and their role in achieving coherence and diplomacy. An experimental
intervention tests the impact of teaching these patterns on students’
writing proficiency and engagement. Results reveal distinct TP patterns
across organizations and significant improvements in students’ diplomatic
writing and motivation when taught explicitly. Tables summarize findings,
and critical analysis highlights gaps in current ESP approaches