Abstract
■ This case study analyses two written texts produced by an ESL learner either side of a five-week genre-based teaching intervention. The second text was judged to be of a much higher quality by two independent markers in a previous study. The question arising is: what exactly has improved? The analytical tools of systemic functional linguistics are used to identify the major areas of generic, discourse and lexico-grammatical development in the learner's writing of an argument. These developments are discussed in relation to the theoretical foundations of the genre-based approach and the classroom practices associated with it.
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