A systemic functional analysis of second language explanatory writing: A possible stance for writing assessment

Abstract

In recent years, the number of non-Chinese speaking (NCS) students enrolling in local mainstream schools and studying with Chinese-speaking students has increased rapidly. The students study Chinese language for social integration and upward mobility. In order to monitor their learning progress, and to provide adequate support, the Education Bureau requires all Grade 3, 6 and 9 NCS students to participate in the Territory-wide System Assessment (TSA) since 2007. Many schools refer to its assessment format and criteria for designing their Chinese enrichment exercises and test papers, to diagnose and resolve their NCS students’ learning needs, particularly in Chinese writing. However, the TSA writing assessment criteria do not consider students’ educational year group, and genre. In light of this, the author compares the analysis of two TSA explanatory writing scripts completed by Grade 6 NCS students, with reference to the TSA criteria and the concepts of textual coherence and textual cohesion in systemic functional linguistics. The research suggests that the TSA assessment criteria cannot reflect the very different qualities of the texts. A more reliable tool for evaluating NCS students’ writing should serve as a practical reference for teachers.