16 research outputs found

    A Comparison of Rhetorical Move Structures of Hotel, Restaurant, and Tourist Destination Homepages

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    The worldwide tourism industry in the era of globalization is marked with extremely fierce competition. It is crucial for hoteliers, restauranteurs, and tourist destination owners and operators to advertise their venues, products, and services effectively. A website is an important communication tool for hotel, restaurant, and tourist destination marketing organizations (Law & Hsu, 2006; Law et al., 2010) to attract potential audiences and customers. The content onthe website, therefore, needs to be high quality and organized in the way that is most effective. This paper, therefore, aims to analyze the moves, and their structures, as well as the writing strategies used in each move in the content area ofpopular international hotel, restaurant, and tourist destination homepages, and to compare them across these three tourism products. Twenty four hotel homepages, twenty four restaurant homepages and twenty four tourist destinationhomepages from eight different countries were selected as the sample for analysis, employing the generic structure of advertisement proposed by Van der Vliet & Redeker (2014) as the analysis framework. The main results revealedthat differences existed between the moves reported in the analysis framework and those found in each of the corpora in the present study. Homepages in each of the corpora also exhibited slight differences in terms of moves and theirstructures, pointing out variations that are caused by different types of products and services in the tourism industry. Moreover, the writing strategies found in each move were varied, yet they all helped to deliver their common communicative purposes

    Citation practice in the whole TESOL master’s theses by Vietnamese postgraduates

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    Citing previous works is an important rhetorical feature of academic writing and it is challenging for novice writers, especially non-native English writers (NNEWs). However, little is known about how NNEWs cite in each chapter of their master’s (M.A.) theses. This paper thus reports on the citation practice in 24 TESOL M.A. theses written by Vietnamese students. Citation types were first searched on the Antconc software with the use of the Regular Expressions (Regex) written for both conventional and ‘invented’ citing ways by this group of writers, and then based on Thompson and Tribble’s (2001) framework, citation functions were investigated and classified. Semi-structured interviews were also conducted with thesis writers and thesis supervisors. Besides the general citation practice by this group of NNEWs, and the different citation functions and types in different chapters of their theses, the study also found that these writers were not fully aware of the significance of citations as a rhetorical device in their thesis writing, and insufficient attention was paid to the in-text citations in the TESOL discourse community in Vietnam. These findings suggest explicit instructions on citations in order to help novice writers to fully acquire the citation use

    Citations in literature review chapters of TESOL master’s theses by Vietnamese postgraduates

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    Citing other works poses difficulties for novice writers, especially the non-native English speaking students in their first experience of writing for academic purposes; the master’s (M.A.) thesis. However, few studies were conducted on these students’ citations in their M.A. theses. This paper, therefore, presents the study of in-text citations in 24 literature review (LR) chapters of TESOL M.A. theses written by Vietnamese students. Employing the Antconc software, Thompson and Tribble’s (2001) framework for citation types and functions, and discourse-based interviews with the actual thesis writers and their thesis supervisors, the study confirmed the claim that non-native novice writers cannot fully learn crucial citation practices from mere reading of the guidelines. Besides these writers’ preference for integral citations and a very limited number of citation functions used in their LR chapters, this study also identified the presence of several secondary citations, the students’ “invented” ways of citing previous researchers, grammatical mistakes and the absence of further discussions of the cited works. These findings tend to render the students’ LR chapters as ineffective, in terms of grammar and the rhetorical functions of LR chapters in synthesizing, arguing and indicating the relevancy of the reviewed literature for the niche of their research to be established. Furthermore, these findings indicate a need for an increased amount of formal instruction in academic writing courses which aims at equipping novice writers with the means to successfully acknowledge the sources and at raising their awareness about the various functions and rhetorical effects of the students’ citations in their academic writing

    TESOL conference abstracts: discrepancies between potential writers‘ knowledge and actual composition

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    The ability to write a successful conference abstract seems to be one barrier preventing new researchers from disseminating their research work in their particular disciplinary community. However, very few studies on how conference abstracts are structured have been conducted in order to help such novice researchers. This study, thus, aims to examine the rhetorical structure of conference abstracts in two TESOL conferences in Asia with the purpose of informing a particular group of new researchers in Asian settings about the actual practice of writing this particular genre. The findings from the open-ended questions and the move analysis of 137 abstracts indicated that there was a mismatch between these potential conference abstract writers’ knowledge and the actual composition of these conference abstracts. Besides the rhetorical structures of conference abstracts, this paper also provided some pedagogical suggestions on dealing with this mismatch

    A multi-layered discourse community: defining biotechnology and environmental engineering discourse communities at SUT

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    Given the importance of stance expression in the writing of abstracts, this study adopted a corpus-based comparative approach to investigate the stance expression in abstracts of the Translation Practice Report (TPR) and the Interpretation Practice Report (IPR), which are two newly emerging reporting genres in Master of Translation and Interpretation (MTI) in China. Based on a set of corpora composed with 30 TPR abstracts (8,738 tokens) and 30 IPR abstracts (8,699 tokens) collected from 30 universities located in 16 provinces in China, the stance expression was examined in terms of hedges, boosters, attitude markers, and self-mention by employing the stance framework in Hyland’s (2005) interactional model. The findings revealed a genre-specific convention in utilizing the four categories of stance in both the TPR abstracts and the IPR abstracts, which is different from that in the abstracts of the empirical studies. The analysis also found discipline-specific variations of stance expression between the two corpora due to different disciplinary conventions and practice of the two subdisciplines. Then, the interviews with the insider informants were conducted to clarify and to enrich the research findings. The results in the study may be taken as a useful reference to expressing attitude in writing the abstracts in the MTI field of China, and possibly in other fields

    A Comparative Study of Reporting Verbs Used in the Introduction Chapters of Bachelor’s Theses and Master’s Theses by Chinese English-Majored Students

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    Reporting verbs (RVs), as rhetorical lexical devices, play a key role in academic writing because they enable writers to attribute content to other sources and allow them to convey both the kind of activities reported and their evaluation of the reported information. However, no study has been conducted on how RVs are used differently between bachelor’s theses (BTs) and master’s theses (MTs) in the Chinese context. Through corpus-based and comparative analysis, this study, therefore, aims to analyze and compare the use of RVs between 30 BT Introduction Chapters and 30 MT Introduction Chapters by Chinese English-majored students in terms of denotative potentials and evaluative functions based on Hyland’s (2002) classification framework. The results reveal that RVs used by undergraduate students are smaller in amount and narrower in range compared with those used by master’s students. Concerning the denotative potentials of RVs, a similar distribution of RVs was found in the two corpora. Both undergraduate and master’s students prefer Discourse Act RVs and Research Act RVs to Cognition Act RVs. Regarding their evaluative functions, undergraduate students show a tendency toward non-factive RVs, while master’s students tend to use factive RVs. These findings provide a valuable view of how Chinese English-majored students use RVs in their thesis writing, but their knowledge of the rhetorical functions of this device is still insufficient. The findings might increase thesis writers’ knowledge on the significance of RVs and raise their awareness of using RVs appropriately and effectively in their thesis writing, or even in all kinds of academic discourse. This paper then provides some suggestions for thesis writing courses