Table 5 Frequency Analysis Results of Learners’ Reflection Sheets of the Genre Analysis of Peers’ Essays
From: The SFL genre-based approach to writing in EFL contexts
Criteria | Higher-level | Lower-level | |
|---|---|---|---|
1 Generic structure | (1) To identify the purpose of the discussion essay | 8 | 3 |
(2) To describe the structure of the target genre: 1) Issue, 2) Argument for, 3) Argument against, and 4) Conclusion | 70 | 44 | |
Total | 78 (46%) | 47 (32%) | |
2 Lexicogrammar | (3) To explain general personal nouns | 2 | 0 |
(4) To write about the uses of abstract nouns | 0 | 0 | |
(5) To write about the uses of action verbs | 0 | 0 | |
(6) To write about the uses of “verbal verbs” | 0 | 0 | |
Total | 2 (1%) | 0 (0%) | |
(7) To write about modalities | 35 | 23 | |
(8) To write about modality + adverbs | 12 | 23 | |
(9) To write these fixed phrases to express the writer’s opinion/modality: It is possible that, I guess that, or It is certain that | 3 | 0 | |
Total | 50 (29%) | 46 (31%) | |
(10) To explain construct conjunctions and signposts | 14 | 30 | |
(11) To explain demonstrative pronouns such as that and this | 0 | 0 | |
(12) To use appropriate thematic ties and referential links to extend genre | 0 | 0 | |
Total | 14 (8%) | 30 (21%) | |
Other features | 28 (16%) | 23 (16%) | |
Sum | 172 | 146 |