A Study on the Discourse Structure of the TORFL B1 Writing Task 2 and a Syntax-Based Instructional Design — Focusing on Text-Based Opinion Writing Tasks

This study analyzes the discourse structure of TORFL B1 Writing Task 2 and proposes a syntax-centered instructional framework. The task requires test-takers to summarize a text and present an opinion in a structured form, emphasizing discourse organization beyond sentence-level accuracy. Analysis of exam materials shows a consistent macro-structure of problem presentation, multiple perspectives, and evaluative conclusion. Learner data further reveal that high-scoring essays incorporate four key components—objectification, causality, contrast, and proposal—while lower-scoring essays often lack these elements. This indicates that assessment focuses on discourse-level completeness as well as grammatical accuracy. Accordingly, this study identifies the syntactic devices associated with these components and suggests a staged instructional framework. It also reinterprets scoring criteria in relation to discourse structure, highlighting the need to align instruction with assessment. Overall, the study shows that TORFL B1 Writing Task 2 evaluates structured discourse performance rather than topic knowledge, and it emphasizes the importance of systematically developing discourse competence.