Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Analysis of MA Students’ Writing in English Language Teaching: A Systemic Functional Linguistic Approach
Análisis de la escritura de estudiantes de maestría en la enseñanza del inglés: un enfoque lingüístico sistémico funcional
DOI:
https://doi.org/10.15446/profile.v23n1.82598Keywords:
academic writing, genre, research strategies, systemic functional linguistics, thesis writing (en)escritura académica, escritura de tesis, estrategias en la investigación, género, lingüística sistémico funcional (es)
This study explores the ways in which master thesis writers position their research in the field of English language teaching in a context where academic literacies are still a developing field. From a social semiotic perspective, this paper aims to identify the resources writers use to represent their object of study and provide a context and justification for research. The analysis focuses on the ideational and textual metafunctions to account for patterns of meanings in seven introductory chapters of master theses in English teacher education. The results reveal a set of interconnected genres—descriptions of the object of study, definitions, and personal exemplum—that build a shared experience with the reader as well as the persuasive purpose of the text.
Este estudio explora las formas en que los escritores de maestría posicionan su investigación en el área de la enseñanza del inglés, en un contexto en el que la literacidad académica sigue siendo un campo en desarrollo. Desde una perspectiva semiótica social, este documento tiene como objetivo identificar los recursos que los escritores usan para representar el objeto de estudio y proporcionar un contexto y una justificación para su investigación. El análisis se centra en las metafunciones ideacional y textual para dar cuenta de los patrones de significado en siete capítulos introductorios de tesis de maestría en la enseñanza de lenguas. Los resultados revelan un conjunto de géneros interconectados —descripciones del objeto de estudio, definiciones y ejemplos personales— que conforman una experiencia compartida con el lector, así como el propósito persuasivo del texto.
References
Ariza-Pinzón, V. (2019). Configuración de la escritura en la educación superior: un estudio de la literacidad académica en segunda lengua [Configuration of writing in higher education: A study of academic literacy in the second language; unpublished doctoral dissertation]. Benemérita Universidad Autónoma de Puebla, México.
Autrey, M. K., & Carter, M. (2015). Unblocking occluded genres in graduate writing: Thesis and dissertation support services at North Carolina State University. Composition Forum, 31. https://files.eric.ed.gov/fulltext/EJ1061566.pdf
Ávila-Reyes, N. (2017). Postsecondary writing studies in Hispanic Latin America: Intertextual dynamics and intellectual influence. London Review of Education, 15(1), 21–37. https://doi.org/10.18546/LRE.15.1.03
Barton, D., & Hamilton, M. (2010). La littératie: une pratique sociale [Literacy: A social practice]. Langage et Société, 3(133), 45–62. https://doi.org/10.3917/ls.133.0045
Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2003). Using functional grammar: An explorer’s guide (2nd ed.). NCELTR.
Christie, F., & Maton, K. (Eds.). (2011). Disciplinarity: Functional linguistic and sociological perspectives. Continuum.
Coffin, C., Curry, M. J., Goodman, S., Hewings, A., Lillis, T. M., & Swann, J. (2003). Teaching academic writing: A toolkit for higher education. Routledge.
Coffin, C., & Donohue, J. P. (2012). Academic literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes, 11(1), 64–75. https://doi.org/10.1016/j.jeap.2011.11.004
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
De Silva Joyce, H., & Feez, S. (2016). Exploring literacies: Theory, research and practice. Palgrave McMillan.
Edwards, B. (2002). Deep insider research. Qualitative Research Journal, 2(1), 71–84.
Eggins, S. (1994). An introduction to systemic functional linguistics. St. Martin’s Press.
Fairclough, N. (1989). Language and power. Longman.
Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93–116. https://doi.org/10.1016/0898-5898(93)90026-7
Halliday, M. A. K., & Matthiessen, C. (2014). Halliday’s introduction to functional grammar (4th ed.). Routledge.
Hasan, R. (2001). Understanding talk: Directions from Bernstein’s sociology. International Journal of Social Research Methodology, 4(1), 5–9. https://doi.org/10.1080/13645570010028549
Hood, S. (2010). Appraising research: Evaluation in academic writing. Palgrave MacMillan. https://doi.org/10.1057/9780230274662
Hood, S. (2011). Writing discipline: Comparing inscriptions of knowledge and knowers in academic writing. In F. Christie & K. Maton (Eds.), Disciplinarity: Functional linguistic and sociological perspectives (pp. 106–128). Continuum.
Hood, S. (2012). Voice and stance in APPRAISAL: Persuading and positioning in research writing across intellectual fields. In K. Hyland & C. Sancho Guinda (Eds.), Stance and voice in written academic genres (pp. 51–68). Palgrave MacMillan. https://doi.org/10.1057/9781137030825_4
Ivaniĉ, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. John Benjamins. https://doi.org/10.1075/swll.5
Kaufhold, K. (2017). Tracing interacting literacy practices in Master’s dissertation writing. London Review of Education, 15(1), 73–84. https://doi.org/10.18546/LRE.15.1.07
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172. https://doi.org/10.1080/03075079812331380364
Lea, M. R., & Street, B. V. (2006). The “Academic Literacies” model: Theory and application. Theory into Practice, 45(4), 368–377. https://doi.org/10.1207/s15430421tip4504_11
Lillis, T., & Curry, M. J. (2010). Academic writing in a global context. The politics and practices of publishing in English (1st ed.). Routledge.
Martin, J. R. (1992). English text: System and structure. John Benjamins. https://doi.org/10.1075/z.59
Martin, J. R. (1997). Analyzing genre: Functional parameters. In F. Christie & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school. Cassell.
Martin, J. R. (2001). Language, register and genre. In A. Burns & C. Coffin (Eds.), Analysing English in a global context: A reader (pp. 149–166). Routledge.
Martin, J. R. (2008). Construing knowledge: A functional linguistic perspective. In F. Christie & J. R. Martin (Eds.), Language, knowledge and pedagogy: Functional linguistic and sociological perspectives (pp. 34–64). Continuum.
Martin, J. R., & Rose, D. (2007). Working with discourse. Meaning beyond the clause (2nd ed.). Bloomsbury Academic.
Navarro, F. (2019). Aportaciones para la didáctica de la escritura académica basada en géneros discursivos [Contributions to a genre-based academic writing pedagogy]. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, 35(2), 1–32. https://doi.org/10.1590/1678-460x2019350201
Paltridge, B., & Starfield, S. (2007). Thesis and dissertation writing in a second language: A handbook for supervisors. Routledge. https://doi.org/10.4324/9780203960813
Paré, A., Starke-Meyerring, D., & McAlpine, L. (2009). The dissertation as multi-genre: many readers, many readings. In C. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a changing world (pp. 179–193). Parlor Press. https://doi.org/10.37514/PER-B.2009.2324.2.09
Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney school. Equinox Publishing.
Street, B. V. (1984). Literacy in theory and practice. Cambridge University Press.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
Swales, J. M. (1996). Occluded genres in the academy: The case of the submission letter. In E. Ventola & A. Mauranen (Eds.), Academic writing: Intercultural and textual issues (pp. 45–58). John Benjamins. https://doi.org/10.1075/pbns.41.06swa
Swales, J. M. (2009). World of genre—Metaphors of genre. In C. Bazerman, A. Bonini, & D. Figueiredo (Eds.), Genre in a changing world (pp. 1–16). Parlor Press. https://doi.org/10.37514/PER-B.2009.2324.2.01
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
CrossRef Cited-by
1. Pedro Luis Bracho-Fuenmayor , Mariby Coromoto Boscán Carroz , Claudia Patricia Caballero de Lamarque , Juan Manuel Quintero Ramírez . (2025). Pedagogical conceptions about teaching academic writing in postgraduate studies: a literature review. Seminars in Medical Writing and Education, 4, p.410. https://doi.org/10.56294/mw2025410.
Dimensions
PlumX
Article abstract page views
Downloads
License
Copyright (c) 2021 Vicky Ariza-Pinzón
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
