Writing to Persuade: A Systemic Functional View

Abstract

This study explores how a genre-based approach to writing instruction\ninfluenced by both genre theory and systemic functional linguistics supported\nthe academic writing development of English language learners (ELLs)\ntransitioning to middle school. Drawing on Systemic Functional Linguistics\n(SFL) as a tool for pedagogy and linguistic analysis, the teacher-researcher\nanalyzed three instantiations of texts composed by ELLs to determine changes\nin the register of their texts during the course of genre-based writing pedagogy.\nMethods were qualitative in nature, involving both analysis of the text and the\nsurrounding context of composition. Data came from multiple sources. They\nincluded videotaped observations of classroom interactions, transcriptions of\nsemi-structured interviews with the student, collection of lesson plans, and\nmaterials used in lesson implementation, and field notes made by the participant\nobserver. Findings suggest that a genre-based approach to writing instruction\nsupported ELLs in producing texts that more closely approximated the register\nof the target genre.

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