In the field of chemistry, writing must move between macroscopic, submicroscopic and representational levels, using specific elements of language and the context in which language is produced. Analysis models based on Systemic Functional Linguistics, one that analyzes the construction of the field, and another that analyzes the construction of entities within discursive semantics, were used to analyze the writing of undergraduate chemistry students. Our objective was to evaluate whether these models could be applied to chemistry texts produced by students, identifying the linguistic choices used in the textual production, through the mapping of specific entities of the field of chemistry and to make adaptations to the evaluated models so that they are suitable for the context of Chemistry. The corpus of analysis consisted of 31 texts divided into three groups of experiments in organic chemistry. For each group, elements related to the field (taxonomic relations, types of activities and properties) and elements of language (entity, dimensionality and living grammatical metaphors) were mapped. The analysis of the texts showed that students have difficulty describing the field of chemistry in the submicroscopic world and this impacts the construction of taxonomies and the type of activities described. The mapping of entities indicated that the diversity of entities depends directly on the type of experiment and that students do not construct live grammatical metaphors. Therefore, the analysis models adopted in this article can be used to analyze texts produced by chemistry students. However, the texts analyzed here refer to a specific area of chemistry, organic chemistry. One possible unfolding of this research would be to extend this study to other areas of chemistry.
