Abstract:Genre-based approaches to working with specific disciplinary discourses are reexamined in the light of systemic functional theory. This paper discusses how the Systemic Functional Linguistics (SFL) stratified model of language is used for research writing workshops held at a physics and engineering institute where English dominates as a lingua franca. The paper gives a rationale for a pedagogy focusing on interpersonal and textual strands of meaning. It provides an explicit discussion of the way in which corpu… Show more
“…3 For pioneering systemic functional studies of ontogenesis beyond formal education, in the course of academic lives, see Montemayor-Borsinger (2003) and Guerra-Lyons (2021). 4 This angle of vision is based on Michael Halliday's notion of trinocular vision (e.g.…”
In this article, I explore the functional varieties of language, i.e. registers (or genres), used in different school subjects and university disciplines, examining the ranges of registers used in a selection of subjects and disciplines -their registerial profiles. I draw on Giovanni Parodi's research into registerial profiles of university disciplines and on systemic functional work on registerial profiles of school subjects, showing how they complement one another. I sketch an outline of a comprehensive view informed by these pioneering contributions so that future research can fill in gaps and further illuminate registerial profiles of different fields of study, curricular composition and sequence of registers and learner paths through institutions of education seen in terms of expanding personal registerial repertoires. For the sake of conceptual clarification, I also touch on different approaches to the phenomenon of functional variation within language according contexts of use under the headings of 'register' and 'genre'.
“…3 For pioneering systemic functional studies of ontogenesis beyond formal education, in the course of academic lives, see Montemayor-Borsinger (2003) and Guerra-Lyons (2021). 4 This angle of vision is based on Michael Halliday's notion of trinocular vision (e.g.…”
In this article, I explore the functional varieties of language, i.e. registers (or genres), used in different school subjects and university disciplines, examining the ranges of registers used in a selection of subjects and disciplines -their registerial profiles. I draw on Giovanni Parodi's research into registerial profiles of university disciplines and on systemic functional work on registerial profiles of school subjects, showing how they complement one another. I sketch an outline of a comprehensive view informed by these pioneering contributions so that future research can fill in gaps and further illuminate registerial profiles of different fields of study, curricular composition and sequence of registers and learner paths through institutions of education seen in terms of expanding personal registerial repertoires. For the sake of conceptual clarification, I also touch on different approaches to the phenomenon of functional variation within language according contexts of use under the headings of 'register' and 'genre'.
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.
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