ABSTRACT
In this article, we aim to present the analyze the thematic structure in reviews produced by students in Higher Education, based on the theoretical assumptions of Systemic Functional Linguistics. This is a qualitative-interpretative study. The investigation subjects were students of the Universidade Estadual do Rio Grande do Sul (UERGS), attending the first semester at undergraduate level. The results show that the patterns of thematic structure are directly related to the composition of the genres and to the knowledge that the students have in relation to the lexicogrammar, to the semantic-discursive and structural aspects of the text. In conclusion, as a contribution of this research, it is hoped to awaken the interest for the approached topic, as well as to offer theoretical and practical subsidies for the planning of intervention proposals in the academic context, constituting an important tool for working with writing and textual/discursive analysis in Higher Education.
Key-words:
Systemic Functional Linguistic; thematic progression; thematic structure; review
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