Teaching Writing Informed by Systemic Functional Linguistics: Bringing Professional Development Up to Scale through Online Courses

2021 ◽  
pp. 220-246
Author(s):  
María Estela Brisk ◽  
Tracy Hodgson-Drysdale ◽  
Elizabeth MacDonald
Keyword(s):  
Professional Development ◽  
Online Courses ◽  
Systemic Functional Linguistics ◽  
Teaching Writing ◽  
Functional Linguistics

scholarly journals An experimental study on the effect of systemic functional linguistics applied through a genre-pedagogy approach to teaching writing

2016 ◽  
Vol 2 (1) ◽  
pp. 67-89 ◽  
Author(s):  
May Olaug Horverak
Keyword(s):  
Systemic Functional Linguistics ◽  
First Language ◽  
Text Structure ◽  
Teaching Writing ◽  
Grammar Instruction ◽  
Making Meaning ◽  
Functional Linguistics ◽  
Approach To Teaching ◽  
Argumentative Essays ◽  
Explicit Grammar Instruction

Abstract In the tradition of teaching English as a second language, there has been an increased interest in how functional language descriptions and understandings of genres may be used as resources for making meaning. The present study investigates what impact writing instruction that draws upon systemic functional linguistics (SFL) applied through a genre-pedagogy approach has on students’ ability to write argumentative essays. This includes explicit grammar instruction inspired by SFL, as well as instruction on text structure. The study uses a mixed-methods approach, with a quasi-experiment followed up by quantitative and qualitative analyses of the collected material. Statistical analyses indicate a significant positive effect on writing performance in the intervention groups, regardless of gender, first language and previous level of writing. As the study lacks control groups, the quantitative analysis was complemented with examples from student texts to illustrate the improvement revealed in the statistical analysis. The findings suggest that SFL applied through a genre-pedagogy approach to teaching writing may help students to improve their writing skills.

Changes to teachers’ knowledge base

2019 ◽  
Vol 43 (1) ◽  
pp. 4-28 ◽  
Author(s):  
Leimin Shi ◽  
Honglin Chen
Keyword(s):  
Knowledge Base ◽  
Communicative Competence ◽  
Systemic Functional Linguistics ◽  
Experienced Teachers ◽  
Teaching Writing ◽  
Classroom Observations ◽  
College English ◽  
English Curriculum ◽  
Functional Linguistics ◽  
Teaching Of Writing

Abstract In China, since 2004, developing students’ overall communicative competence has become the central goal of the current College English Curriculum Requirements. However, this goal has yet to be addressed, particularly in regard to the teaching of writing. This paper examines whether and how changes in teachers’ knowledge base related to teaching writing may impact their students’ writing outcomes. Six experienced teachers were introduced to a SFL (Systemic Functional Linguistics)-informed genre approach and subsequently trialled this pedagogy in practice. Through pre- and post- workshop interviews and classroom observations, changes in teachers’ knowledge base were investigated. In each observed class, two writing samples produced by students were collected. The findings of changes in the teachers’ knowledge base were compared with possible changes emerging in their students’ writing products. The results of the comparison reveal that, corresponding to positive changes evidenced in the teachers’ knowledge base, the majority of the students made improvements in their writing products.

Verbal Group Complexes Application In Palang Tamak Text Systemic Functional Linguistics Perspective

2021 ◽  
Vol 2 (2) ◽  
pp. 1-16
Author(s):  
I Ketut Suardana ◽  
Keyword(s):  
Systemic Functional Linguistics ◽  
Moral Values ◽  
Theory Approach ◽  
Narrative Texts ◽  
Moral Value ◽  
Real Condition ◽  
Functional Linguistics ◽  
Verbal Process ◽  
The World ◽  
Verbal Group

Pan Balang Tamak text is one of Balinese narrative texts developing in Balinese communities. This text contains very deep moral value that is very useful for communities to achieve happiness in the world. The moral values embed in the clauses constructing the text in metaphorical meaning. Many clauses constructing the text contain verbal group complexes in which describe kinds of actions done by the participants. This paper analyzes the application of verbal group complexes in Pan Balang Tamak text written by Suptra (2014). The theory used to analyze the verbal group complexes is the theory of group complex from Systemic Functional Linguistics from Halliday (2014). The paper used qualitative research, namely by the theory approach, the technique used is based on syntagmatic and paradigmatic based on field, tenor, mode. The result of the research suggested that both verbal group complexes in paratactic and in hypotactic were found in the text. Paratactic can be found in the way of the communities respect their bad behavior and the real condition happening to all animal living in the forest. The hypotactic were found the clauses which contain the effort to trap Pan Balang Tamak and the advantages obtained by Pan Balang Tamak from the efforts which be trap Pan Balang Tamak. Projection verb can be found in verbal process in which mean proposal, namely, the willing to trap Pan Balang Tamak

L2 Theme development in Discursive and Experimental undergraduate student writing

2021 ◽  
Author(s):  
Xiao Chen ◽  
Sheena Gardner
Keyword(s):  
Undergraduate Student ◽  
Systemic Functional Linguistics ◽  
Writing Development ◽  
Experimental Writing ◽  
Student Writing ◽  
Report Writing ◽  
Functional Linguistics ◽  
Successful Student ◽  
Lexical Density

Abstract To complement earlier studies of writing development in the BAWE corpus of successful student writing (Nesi & Gardner 2012; Staples et al. 2016), we examine the Systemic Functional Linguistics notion of Theme as used by L2 writers across first- and third-year and in two distinctive discourse types: persuasive/argumentative Discursive writing of assignments in the soft disciplines and Experimental report writing of assignments in the hard sciences. Theme analysis reveals more substantial differences across the two discourse types than between first- and third-year L2 undergraduate writing. Textual Themes are consistently more frequent than interpersonal Themes, and some variance is found within subcategories of each. Significant differences in lexical density occur across third-year discourse types and between first- and third-year Experimental writing where a predominance of N+N topical Themes is also found. These findings are important as previous research has tended to focus on L1 Discursive writing.

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