I am working on Writer Identity and have selected these three Macro features to analyse students' writing. The micro features as I have read in different studies may be used are grammar and vocabulary for textual analysis. Since this is my first experience with qualitative study and discourse analysis and I am a novice researcher I dont know how to go about it? I have read a lot but even then not able to decide whether what I am doing is correct or not. Your expert opinions may help me with my confusion,
Bonjour.
Il me semble que sur l'aspect idéationnel vous êtes appelée à mettre l'accent sur la représentation sociale en termes de signifié surtout s'il s'agit un glissement d'une langue à une autre. Le côté textuel concerne le fonctionnement de la langue d'écriture et son système, ses tournures et la mise en combinaison des unités linguistiques. Quant à l'interpersonnel, il serait question de la communication et la compétence pragmatique, c'est-à-dire ce que le destinateur a voulu dire sera-t-il la même chose comprise de la part du destinataire ou non. On parle ici de la réussite de la communication, le partage du même contenu dans ces deux opérations d'encodage et de décodage. Je pense.
Bon courage
Hello, Ambreen Farooq !
I once also selected these three Macro features to explore the presentation of poetic themes and the recreation of the image of a "chaste wife" in two English translations of Li Po's Changgan Xing in my latest article, and I went about it as the following ways:
Based on the three metafunctions of SFL, respectively ideational, interpersonal and textual, I put my focus on the linguistic choices of the poet and translators, which are measured from the transitivity (process types and participants) and text complexity (clauses divisions like hypotaxis and parataxis) in ideational metafunction on what the wife does and how she organizes her thoughts; the from the mood (giving commands or making requests) and modality (expectation on the hearer’s approval and response) in interpersonal metafunctionon on how the wife interacts with her husband; and finally, the theme and rheme (unmarked topical themes) in textual metafunction on how she unfolds and foregrounds her concerns.
If possible, you can also try it from those different Micro perspectives to analyze the students' writing, and discuss the students' presentation of the writing themes and their focus and concerns in the writing process, even on how the students interacts with their potential readers. Hope this can help you!
Best regards,
Shilong put you on the right track. If I need to add something, it has to do with the way your students bring about coherence in their writing by analyzing the theme-rheme organization (Halliday's textual metafunction) into the various types such as constant theme, simple linear progression, derived theme, split theme, and thematic lapse. Since you want to investigate Writer Identity, an analysis along these lines may be fruitful in reinforcing your decisions as to what counts as different writer identities. As you may know, these types are variously complex, which would enable you to stream students into different personalities through their writings. An author that you might ant to consult on the ideational metafunction, though he is a social psychologist, is Pennebaker who has written extensively on the importance of lexical choices. A final word about the interpersonal metafunction: Depending on what topic students have been given to develop, this function may be slightly difficult to investigate. I take it that you start with hypotheses about what to expect to find in your students' writing, in which you might suggest which metafunction might be more represented.
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