STUDENT'S DESCRIPTIVE SFG GUIDE INTERPERSONAL LEVEL 1. What is the type of genre of the text under analysis?

What is its mode of communication? Spoken? Written? 2. What is the general purpose of the genre and what is my particular purpose in this case? Do I want to narrate, amuse, inform, request information, complain, persuade? 3. What are the moods that would be most appropriate for realizing this genre effectively: Declarative, Interrogative or Imperative Mood? 4. What is my identity as a writer? Do I know a lot or little about the subject? Am I speculating? Am I giving my own personal view? Am I giving or requesting information? By means of what kind of lexico-grammatical choices (words, expressions) can I show my audience/reader my knowledge, my doubts, my desires? 5. What is the identity of my addressee? What type of relationship is there between us? Distant? Close? Which linguistic choices will help me show this?
* In the assessment criteria for English B this level is correspondant with Criteron B=Cultural Interaction

IDEATIONAL LEVEL 1. What type of Processes (verbs denoting action, state, used to describe), Participants ( Who are the doers or recepients of the actions, being describedNouns and pronouns) and Circumstances (when, where, how-adverbs) are more likely to be required by this genre?

2. Taking into account the topic of this text in particular: what type of Processes (type of verbs), Participants (nouns and pronouns) and Circumstances (adverbs) would be more appropriate to express the ideas I want to express? What choice of tenses would be more appropriate? Present tenses? Which ones? Past Tenses? Why?Which ones? Why? 3. Do all my lexical choices (words, expressions) collocate? Have I used prepositions well? Do all my lexical choices mean what I expect them to mean?

P.Meehan SFG Guide- 2006-

4. Have I chosen Processes, Participants and Circumstances bearing in mind not only the text-type but also my communicative purpose? For example, if I want to sound polite, have I used verbs that convey this attitude? If I want to describe, have I used verbs, adjectives and nouns which contribute to make my description more vivid? If I want to persuade have I chosen words, phrases that make my argument stronger and more convincing? Which ones? Why? 5. Have I chosen Processes, Participants and Circumstances that will match my identity as a writer and the identity of the addressee as well? That is, if I am writing a letter applying for a job, for instance, by means of which lexical choices do I show respect for my prospective employer?
* In the assessment criteria for English B this level is correspondant with Criteron A=Language .

TEXTUAL LEVEL 1. What is the typical schematic structure for this genre? Does it have an opening? Is it expected to have an introduction? Does it need a title? Subtitles? Have I respected such schematic structure? Why? Why not? 2. Is my text coherent?: Are the ideas in my text clearly organized and expressed? Do I support them well? Do I illustrate with examples? Do I contradict myself? (First I claim something and then I claim exactly the opposite?) 3. Have I chosen my connectors in such a way that what I expected to be the consequence of something sounds like a consequence? Or what I expected to be presented as a contradiction or the reason for something, sounds like a contradiction or reason? In other words, is my text reader-friendly? 4. Is my text cohesive? Do I guide my reader through lexical cohesion? Do I repeat the same word or phrase every now and then? Do I use synonyms or near synonyms? 5. Have I chosen and used pronouns making sure they clearly refer to what I actually want them to refer to? Do they agree in person and number with the referent I meant? Am I consistent in the use of pronouns? Or do I shift from one to the other? 6. Is my writing lively, vivid, convincing? Have I focused, emphasized the information I wanted to highlight? How?
* In the assessment criteria for English B this level is correspondant with Criteron C=Ideas

P.Meehan SFG Guide- 2006-

P.Meehan SFG Guide- 2006-