A Systemic-Functional Analysis of English Language Learners' Writing

Abstract

This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP) Examination written by English language learners (ELLs). The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three main categories: textual, interpersonal, and ideational resources. Following this brief description is the analysis of both essays in terms of these resources.. The confi guration of grammatical features used in the essays make up the detached style of essay 1 and the more personal style of essay 2. These grammatical features include the textual resources of thematic choices and development, clause-combining strategies (connectors), and lexical cohesion; interpersonal resources of interpersonal metaphors of modality; and ideational resources of nominalization and abstractions as ideational metaphors. . Implications for educational practice and recommendations for educators based on the analysis are provided.

Teaching English using a genre pedagogy to Islamic junior high school students

“…The text analysis of the students' works began with the main researcher determined the schematic structure of the students' texts (see Tables 1, 2, and 3). Then, the sentence patterns and expressions used in the texts were categorized into three aspects of SFL namely the textual metafunction -organization of information that builds ideas, ideational metafunction (logical metafunctionlogical relationship of ideas and experiential metafunction -ideas), and interpersonal metafunction-how a language is used to communicate ideas (Banks, 2002;Martin, 2014;Oliveira, 2015). The main researcher then discussed the results of the data analysis with the co-researchers to provide reflections and feedback.…”

Language Education and Systemic Functional Linguistics

“…This analytical exercise was, in turn, expected to be done in the future by their students. Similar works have been carried out on different text types like students' narratives (Adetomokun, 2012;Correa & Domínguez, 2014), essays (Rodríguez, 2013;Tshotsho, 2014), and examinations (Oliveira, 2015), language textbooks (Putra & Lukmana, 2017;, to mention some. SFL's underlying principles have not only a powerful impact on teachers but also pupils.…”

The Realization of Markedness in Grade XI Students’ Recount Texts in Binjai: Systemic Functional Perspective

“…McCabe and Heilman (2007) argue that in organizing the text, the Theme is very paramount thing because it is the departure of the message. The Theme often presents given information while the Rheme often presents new information (De Oliveira, 2015). Theme comprises of three categories i.e.…”