A Systemic-Functional Analysis of English Language Learners' Writing

Luciana C. DE OLIVEIRA

doi:10.1590/0102-4450364601799092306

Luciana C. DE OLIVEIRA

Open Access

https://doi.org/10.1590/0102-4450364601799092306

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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 configuration 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.

Highlights

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)
English language learners (ELLs) entering higher education need to develop academic language - the language used in learning academic content in school contexts which usually includes aspects of language associated with academic achievement and literacy skills as well as lexicon specific to schooling contexts (Schleppegrell 2001; 2004)
This article presents a systemic-functional linguistic analysis of two AWP examination samples written by ELLs

Summary

Introduction

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). Building on this analysis of Theme, the section shows how clause-combining strategies and the use of connectors help the writers accomplish different effects.

Results

Conclusion