Thematic progression (TP) patterns used in English leaner essays provide clues as to how they organize information and develop important concepts in their essays. This quasi-experimental research proved that instruction in TP produced positive effects on Chinese college students' use of linear progressions, constant progressions and new Themes. Linear progressions and new Themes were found to be significantly different between experimental group (CSE)'s pre- and post-essays; the use of linear progressions in their post-essays was found to be in accord with that in native speaker (NS) essays; the difference in constant progressions was also found to be less significant in CSE post-essays and NS essays than in CSE pre-essays and NS essays. These findings revealed that Chinese college students displayed similar performances as or moved closer to native speakers in linear progressions, constant progressions and new Themes in their post-essays. It is suggested that pedagogical efforts are needed to direct students' attention to properly relating Theme or Rheme to preceding and succeeding Themes and Rhemes to hold onto important information when writing in English.