Systemic Functional Analysis of EFL University Students’ Writing Across Disciplines

Abstract

At the English Department of a major
university in Syria, the taught subjects are grouped into two
main disciplines: English language and English literature. The
main tool of assessment at the end-of-term exam is essay writing.
Through textual analysis using Systemic Functional Grammar
(SFG), this study explores the existing variations in students’
writing across the two disciplines above. The study shows that
differences do exist in the language choices that students make in
different types of essay, and this indicates potential benefits from
introducing changes to the pedagogical process with more focus
on the functional use of English in meeting the relevant
disciplinary requirements.