Cohesion in ESL Argumentative Essays: An SFL Analysis of University Students' Writing Across Punjab

Abstract

This study investigates how ESL learners in Punjab, Pakistan, utilize cohesive devices in writing argumentative essays to achieve textual cohesion and unity. It employs a qualitative textual analysis within the framework of Systemic Functional Linguistics (SFL), specifically Halliday and Hasan’s (1976) model of cohesion, which encompasses reference, substitution, ellipsis, conjunction, and lexical cohesion. Data were drawn from nine argumentative essays (600- 700 words) collected from various universities in Punjab. The chosen essays were examined using Halliday and Hasan’s (1976) framework. Findings indicate that students primarily employed reference and lexical cohesion in their writing, which significantly contributed to coherence and thematic unity. Conjunctions were also employed to establish logical sequencing. However, substitution and ellipsis were underused, resulting in unnecessary repetition and reduced conciseness. The study concludes that while students demonstrated some control over the use of cohesive devices, there is a clear need for pedagogical strategies to enhance their awareness and effective use of cohesive devices for improved writing fluency and clarity.