This paper examines the application of a systemic-functional linguistic (SFL) Genre Theory approach to an L2 classroom in Spain, where English systems and their formal and functional characteristics were explicated in the teaching-learning process in order to help students improve their writing skills. It analyses various facets of the effectiveness of this approach through a careful consideration of student report writing, first by analysing the assessors’ marking parameters and concentration, and second by thoroughly going through the papers themselves to summarise the nature and quantity of the various writing issues, paying particular attention to areas in which the existing assessment was questionable, incorrect, or not indicating errors in standard English.

The recent COVID-19 pandemic has placed a huge strain on higher education institutions and educators around the world, which has included the closure of campuses, removal of face-to-face instruction and a shift to remote teaching and learning. However, this situation has also created unique opportunities and conditions that can foster innovation in teaching and learning practices and content delivery. One such innovation gaining traction is Microlearning, which offers learning opportunities through small bursts of training materials that learners can comprehend in a short time, according to their preferred schedule and location. This paper explores the potential of Microlearning within design education and how it can be implemented into the Product Design & Manufacture programme at University of Nottingham Ningbo China to support teaching instruction and enhance the student learning experience post-COVID-19.

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This article provides an in-depth analysis of the theoretical dimensions of stratification, instantiation, and delicacy within Systemic Functional Linguistics (SFL). It does so by examining the nature of the concept of 'abstraction' with respect to these terms. The claim is that, although the same term is used in each case, the precise meaning of abstraction differs depending on the theoretical focus. This conclusion is reached by examining three related, but distinct, factors: (1) omission of detail, (2) generalisation, and (3) decontextualisation. By using these criteria, this article develops a typology of abstraction types for SFL. The conclusion reached is that, although the dimensions of delicacy and instantiation can be described using the criteria above, the explicit ordering behind the dimension of stratification cannot. The paper concludes by examining a proposal that attempts to account for the explicit ordering between strata in terms of supervenience. We argue that this attempt fails to accurate describe inter-stratal relations in the theory. Therefore, the basis of this ordering is in need of further investigation.

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