Abstract
This chapter aims to show how a Systemic Functional Linguistic (SFL) perspective provides linguistic evidence for business students’ academic writing and conceptual development in both the dynamic assessment and the non-dynamic assessment contexts. Specifically, this chapter systematically tracks students’ grasp of the case study analysis genre from the text development perspective by considering generic stages, macroThemes and hyperThemes. It also documents the trajectory of business studies students’ knowledge about the case study analysis genre and the key business concepts (i.e., disciplinary knowledge) required by the assignments examined. As in Chap. 5, the notion of Vygotskian microgenetic development has been applied to understand students’ academic writing and conceptual development in distance education.
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