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To date, research into dynamic descriptions of text has focused mainly on the spoken mode; and while writing process research has examined language structures, it has largely ignored the functionality (meaning) inherent in them. Therefore, drawing on systemic functional linguistics (SFL) and keystroke logging software, this article takes a further step toward an interdisciplinary dialogue by outlining a new schematic for coding and analyzing revisions. More specifically, we show how revision activity can be tracked within functional components, across functional components, and across clauses in terms of forward and backward movements. By exploring three digitally constructed texts, which were produced and observed unobtrusively in a natural setting, we have attempted to illustrate how one writer’s revising process can be operationalized in terms of (a) chronological movement (sequence) and (b) spatial movement (location). Findings showed how activity was relatively consistent across datasets with regard to session management, revision frequency, and distribution of revision types. Moreover, results also showed how most revision activity occurred at, or ahead of, the point of inscription, particularly with regard to revising the end of clauses. However, findings also indicated that revising the start of clauses was equally important when considering the size of functional components.

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Teaching science through English as a medium of instruction (EMI) is a growing phenomenon around the world. In Hong Kong, this was realised on a large scale in 2010, with the implementation of a “fine-tuning” compulsory language policy. This allowed Chinese-medium schools to adopt EMI fully. Yet, despite such rapid and widespread adoption, an adequate understanding of key stakeholders’ experiences in relation to their perceptions of what constitutes effective EMI science education remains scarce. Thus, we question the sustainability of EMI programs that are driven by top-down policy. In this case study, we explore the perspectives and experiences of six EMI science teachers and thirteen of their students as their secondary school transitions from partial to full EMI. From in-depth interviews (complemented by classroom observations), findings reveal that the transition to full EMI has presented challenges that appear to hinder students’ development of scientific knowledge and the language of science in English. This directly counters the primary goal of the fine-tuning policy. Nevertheless, findings also illuminate a number of coping strategies teachers and students use to deal with their changing curricula. Overall, we offer insights into this under-researched context of transitioning EMI programs and provide recommendations for future research and practice.

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