The analysis of Theme-Rheme structure and thematic progression are widely used as tools to understand the organization of information in the texts composed by EFL writers. These analyses see the grammar of the texts as the manifestation of how a language user delivers a message and develops the message as the text unfolds. This paper aims to analyze how the Theme types based on Halliday’s (1994) functional grammar theory and the thematic progression patterns based on Danes’ (1974) theory are used in 20 descriptive texts composed by EFL students in a Junior High School in Indonesia. Using descriptive-qualitative method, the research findings showed that 1) The unmarked topical Themes are the most frequently employed in the descriptive texts. The unmarked topical Themes were used to keep the focus on the subject matters being described. The marked topical Themes were used to give the circumstance of when, where, and how the phenomena of the description happen. Some texts use the textual Themes successfully to link the two related clauses, some use it unsuccessfully. The interpersonal Theme was used in a text to give personal sentiment to the subject being described. 2) Some descriptive texts only use the Constant Theme thematic progression pattern. The remaining texts use a combination of two, three, or four thematic progression patterns.