Drawing on the framework of Modality fromsystemic functional linguistics, the present study aimed toexplore adolescent ESL learners’ interpersonal meaning-making. Data were collected from 10 writing tasks com-pleted by a group of 50 adolescent ESL learners in China.Functional text analysis was utilized to analyze the data,including Modality types, orientation, value, and polarity.The finding revealed that overuse of certain types of modalverbs is common in Chinese ESL learners’ writing, forinstance, the case of ‘‘can’’. Most of the modality deployedwas simple and congruent. In conclusion, systematicintroduction of Modality and the provision of more con-texts for learners to practice them are highly recommendedin such a context

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• Understanding Interpersonal Meaning-Making in Chinese High School Students’ ESL Writing: A Systemic Functional Perspective