Chapter One Introduction

1.1 Background

1.2 Research Objectives

1.3 Significance of the Research

1.4 Organization of the Book

Chapter Two Literature Review

2.1 Survey of Contrastive Rhetoric

2.1.1 Early Phases of Contrastive Rhetoric

2.1.1.1 ContrastiveStudies:ConcernonTransferofLinguisticPatterns

2.1.1.2 Contrastive Studies:Concern on Transfer of Logical Patterns

2.1.2 New Directions of Contrastive Rhetoric

2.1.2.1 Contrastive Text Linguistics Studies

2.1.2.2 Genre-Specific Contrastive Rhetoric

2.2 Survey of Genre Theory

2.2.1 Evolution of Genre

2.2.2 Three Linguistic Approaches to Genre Analysis

2.2.2.1 NR Approach

2.2.2.2 SFL Approach

2.2.2.3 ESP Approach

2.3 Genre-specific Studies in Research Papers

2.3.1 Introduction as a Genre

2.3.2 LRas a Genre

2.3.3 RD as a Genre

2.3.4 Results as a Genre

2.3.5 Discussion as a Genre

2.3.6 Linguistic Features

2.4 Summary

Chapter Three Theoretical Framework and Research Design

3.1 The Theoretical Framework

3.2 Research Methodology

3.2.1 Procedure

3.2.2 Corpora

3.2.3 Identification of Moves and Steps

3.2.4 An example of Move Analysis

Chapter Four Generic Structure Analysis

4.1 Generic Structure of Introduction

4.1.1 Move Structure of Introduction

4.1.2 Constituent Steps

4.2 Generic Structure of Literature Review

4.2.1 Move Structure of Literature Review

4.2.2 Move Cycles

4.2.3 Constituent Steps

4.2.3.1 Steps in Move 1:Making Introductory Statements

4.2.3.2 Steps in Move 2:Establishing Research Territory

4.2.3.3 Steps in Move 3:Evaluating Previous Research

4.2.3.4 Steps in Move 4:Announcing One’s Own Research

4.2.4 Summary

4.3 Generic Structure of Research Design

4.3.1 Move Structure of Research Design

4.3.2 Move Cycles

4.3.3 Constituent Steps

4.3.3.1 The Step in Move 1:Making Introductory Statements

4.3.3.2 Steps in Move 2:Introducing the Research Method

4.3.3.3 Steps in Move 3:Describing Experimental Procedure and Materials

4.3.3.4 Steps in Move 4:Describing Data Collection Instruments

4.3.3.5 Steps in Move 5:Describing Data Collection Procedure

4.3.3.6 Steps in Move 6:Describing Data Collection Methods

4.3.3.7 Steps in Move 7:Describing Data Analysis Methods

4.3.3.8 The Step in Move 8:Summarizing the Whole Chapter

4.3.4 Summary

4.4 Generic Structure of Results

4.4.1 Length of Results Section

4.4.2 Headings for Results Section

4.4.3 Organizational Pattern for Presenting Results

4.4.4 Generic Moves and Constituent Steps

4.4.5 Frequency of Moves and Steps

4.4.6 MoveCycles

4.4.7 Summary

4.5 Generic Structure of Discussion

4.5.1 Moves and Steps Identified and Frequency

4.5.2 Generic Structure of CSEs’Discussion

4.5.3 Generic Structure of NSs’Discussion

4.5.4 Move Cycles and Move Cycle Patterns

4.5.4.1 Frequency of Move Cycles

4.5.4.2 Move Cycles in CSEs’Discussion

4.5.4.3 Move Cycles in NSs’Discussion

4.5.5 Summary

Chapter Five Linguistic Features Analysis

5.1 Lexical Signals:Taking Introduction as an Example

5.2 Vocabulary Capacity:Taking RD as an Example

5.3 Citation Features:Taking LR,Discussion,and RD as Examples

5.3.1 Citations in LR

5.3.1.1 Basic Facts of Citations

5.3.1.2 Citation Forms

5.3.2 Citations in Discussion

5.3.3 Citations in RD

5.4 Reporting Verbs:Taking LR and Discussion as Examples

5.4.1 Reporting Verbs in LR

5.4.2 Reporting Verbs in Discussion

5.5 Tenses of Reporting Verbs:Taking Discussion as an Example

5.6 Hedging Devices:Taking Discussion as an Example

5.6.1 The Overall Frequency of Hedges

5.6.2 Description of Hedges Identified

5.6.2.1 Modal Auxiliaries as Hedges

5.6.2.2 Full Verbs as Hedges

5.6.2.3 Adverbs as Hedges

5.6.2.4 Adjectives as Hedges

5.6.2.5 Nouns as Hedges

5.7 First Person Pronouns:Taking Introduction and Results as Examples

5.8 Summary

Chapter Six Discussion

6.1 Similarities and Differences of Generic Features

6.1.1 The Overall Move Structure of the MA thesis

6.1.2 Moves and Move Cycles

6.1.3 The choice of steps

6.1.4 Linguistic Features

6.2 Possible Reasons for the Differences

6.2.1 Institutional Influence

6.2.2 Directness and Indirectness

6.2.3 Individualism versus Collectivism

6.2.4 First Language Tradition

6.2.5 Language Proficiency

Chapter Seven Conclusions

7.1 Summary of the Study

7.2 Pedagogical Implications

7.3 Limitations and Suggestions for Further Research

References