An analysis of argumentative writings of Senior High School learners using the framework of systematic functional linguistics

Abstract

Argumentative writing is a vital academic skill that requires learners to present persuasive ideas while engaging effectively with their audience. However, many learners face challenges in coherence, stance-taking, and interaction through language. This study examines the use of mood, modality, and polarity in argumentative essays written by Grade 11 senior high school learners at the Iloilo National High School, analyzed through the lens of Systemic Functional Linguistics (SFL). 30 essays were purposively selected from 50 written by randomly chosen learners, focusing on those that exhibited interpersonal features relevant to the study. Using descriptive content analysis, the study explored how learners use mood types, modality, and polarity to convey information, express stance, and construct arguments. Thematic analysis revealed five patterns: preference for declarative statements, frequent use of median modality (e.g., "can," "should"), limited rhetorical engagement, minimal use of high modality, and a generally affirmative tone. Results show that declarative mood dominated across all topics, with rhetorical questions more common in social and ethical essays. Median modality was most frequent across essays, while high and low modality varied by context. Positive polarity prevailed, with negative polarity used to refute opposing views. These variations reflect learners' attempts to adapt their language depending on the rhetorical context. Further, the study highlights the role of mood, modality, and polarity in shaping the interpersonal dimension of writing-how learners position themselves, engage their readers, and manage tone. However, limited variation and weak modulation in many texts suggest a need for improved control over interpersonal resources. This suggest that learners would benefit from targeted instruction focused on using interpersonal language features more purposefully. Suggested interventions include classroom activities that guide learners in varying sentence moods, adjusting modality for emphasis or caution, and using polarity to create contrast—enhancing both persuasiveness and audience engagement in academic writing.