ACADEMIC WRITING AND SYSTEMIC FUNCTIONAL GRAMMAR: PERSPECTIVES FOR EDUCATION

ABSTRACT

Different theoretical perspectives, such as Critical Discourse Analysis, French Discourse Analysis, Systemic Functional Linguistics, have guided, recently, research on academic writing, especially studies focusing the Introduction of scientific articles, dissertations and theses, the Summary and Abstract of these texts, and whose analyzes are concentrated in the rhetorical structure, the person's speech, the use of metadiscourse by authors who are completing masters and doctoral studies. In a sense, there is an encouragement of debate about what is and how it teaches academic writing, extended further by the "boom" of the highly demanded scientific publications in university contexts. In this direction, we discuss in this article the use of Systemic Functional Grammar (GSF) (HALLIDAY, 1994; HALLIDAY and MATTHIESSEN, 2004; 2014) as theoretical framework to guide learning activities of academic writing for post graduate students in the area of language. From excerpts of dissertations and theses, activities for development the writer competence of scientific texts are presented, focusing more specifically on literature review section, in order to promote students' ownership about adequate semantic-discursive resources not only to textual genre, but to the specific discursive community of Applied Linguistics area.

Keywords:
Academic writing; Sustemic Functional Grammar; Academic writing teaching