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Halliday in the Systemic Functional Grammar model has considered three experiential metafunctions, interpersonal and textual, for the analysis of texts. Ideational metafunction refers to our experience of both the inner and the external through language. The most principal content for ideational metafunction is transitivity that considers processes types, participants in the process and marginal additions. This study attempts to examine the processes and participants existing in some sections of the two verses “Weiss and Ramin” and “Rostam and Esfandiar”, using the metafunction capabilities. This research use the analytical-statistical method. The findings includes: 1) The above material processes, along with the verbal and behavioral processes in the story of “Rostam and Esfandiar”, Created a passionate, epic atmosphere full of action and movement, while mental, relational and existential processes have taken its dynamic character from the verses of “Weiss and Ramin” to be suitable for expressing the emotional concerns and personal sentiments of the characters of the story. 2) Active participants in the story of "Rostam and Esfandiar", and inactive participants in the story of "Weiss and Ramin" are more frequent. 3) The semantic correspondence between surface structures and deep structures of the processes in "Weiss and Ramin" is very smaller thane "Rostam and Esfandiar". This research shows how lyrical and romantic literary genre overshadows some processes. And processes, which are apparently the illustrators of the transcendental world, reflect in the deep structure of the poet's inner world and the mentality of the characters in the story.

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Abstract
Objective: This study aims to find the most suitable type of oral narrative for assessing the transitivity system used by hearing-impaired students studying in ordinary schools with their hearing counterparts.
Methods: Three types of oral narratives, including personal narration, storytelling, and story improvisation were collected. The participants were eighteen hearing-impaired students (selected as an available sample) along with eighteen hearing students. Oral narratives were transcribed and analyzed using Halliday's transitivity system framework. And data analysis was carried out using SPSS 26 and based on the normality of the data in each of the transitivity indicators, two-independent samples t-tests and U Mann-Whitney tests were conducted.
Results: Findings revealed that all three types of oral narratives of hearing-impaired students contained transitivity indicators lower than average, this difference was significant for processes (p=0.047) and participants (p=0.029) in improvisation, and for circumstances only in Personal narrative (p=041). However, in the total three types of narratives, the median difference between the two groups is significant in all transitivity indices (p= 0.24, p=0.022, and p=0.001 for processes, participants, and circumstances respectively).
Conclusion: In light of the results of this research, the storytelling task, which is the most widely used form of assessment in communication disorders, cannot capture the narrative weaknesses of hearing-impaired students enrolled in regular schools, and it is necessary to use more spontaneous narrative tasks such as personal narration and improvisation of narrative in evaluating and rehabilitating these children.