A Comparative Analysis of IELTS Written Answers:An Application of Systemic Functional Approach
Abstract
This essay makes a comparative text analysis based on Halliday’s systematic functional grammar. The two texts an-alyzed below are selected from the authentic examination papers of International English Language Testing System, or IELTS henceforth. This essay starts with a brief introduction to IELTS and to methodology, followed by extensive analysis of the two texts. By drawing comparison to demonstrate how metafunctions are realized respectively in each text, I will try to explain why one text writer excelled the other in terms of linguistic performances. There is theoretical foundation supporting the assessment of their scores rather than relying on intuitive impression.
Keywords
IELTS Writing; Comparative analysis; Systematic functional grammar
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[1] Christie, F. & Derewianka, B. (2008). School discourse: Learning to write across the years of schooling. London: Continuum International Publishing Group.
[2] Painter, C. (2001). Understanding Genre and Register: Implications for Language Teaching. In Burns, A. & Coffin, C. (Ed.).Analysing English in a global context: A reader (pp.167-180). London, New York: Routledge.
[3] Halliday, M. A. K. & Matthiessen, Christian M. I. M. (2004). An introduction to functional grammar (3rd ed.). London: Arnold.
[4] Halliday, M. A. K., Hasan, R. & Deakin University. (1985). Language, context, and text: Aspects of language in a social-semiotic perspective. Geolong, Vic.: Deakin University.
DOI: http://dx.doi.org/10.18686/ahe.v6i20.6444
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