The aim of this work is to provide insights into the relationship between the structure of a complex text produced by learners themselves and the distribution of the theme-rheme structure (TRS) through empirically validated findings. The age and language proficiency of the learners are taken into account. The uniqueness of this work is evident in the selected essays in the fourth part. The distribution of information is examined in the writing productions from both microstructural and macrostructural perspectives. The didactic foundations are based on the theories of Gerzymisch-Arbogast Heidrun, Lutz Luise, and Guber Ines. These linguists extensively discuss the theses of Danes, Giora, and Benes in their books on theme-rheme structure, providing numerous example sentences.