A Systemic-Functional Analysis of English Language Learners’ Writing

Abstract

This article presents a systemic-functional linguistic analysis of two writingsamples of the University of California Analytical Writing Placement(AWP) Examination written by English language learners (ELLs). Theanalysis shows the linguistic features utilized in the two writing samples,one that received a passing score and one that received a failing score. Thearticle describes some of the grammatical resources which are functionalfor expository writing, which are divided under three main categories:textual, interpersonal, and ideational resources. Following this briefdescription is the analysis of both essays in terms of these resources..The confi guration of grammatical features used in the essays make up thedetached style of essay 1 and the more personal style of essay 2. Thesegrammatical features include the textual resources of thematic choicesand development, clause-combining strategies (connectors), and lexicalcohesion; interpersonal resources of interpersonal metaphors of modality;and ideational resources of nominalization and abstractions as ideationalmetaphors. . Implications for educational practice and recommendationsfor educators based on the analysis are provided.