Rhetorical Strategies of the Introductory Chapter of Doctoral Theses in Education

  • Hilda Difabio de Anglat Consejo Nacional de Investigaciones Científicas y Técnicas. (CONICET)
  • Guadalupe Alvarez Universidad Nacional de General Sarmiento
Keywords: doctoral theses in Education, introduction chapter, rhetorical strategies, rhetorical structure

Abstract

This paper presents an analysis of the introductory sections of 26 Ph. D. theses in Education written in Spanish. It intends to make an approximation to their rhetorical strategies (movements and steps), in order to establish whether the texts show a common structure, whether the structure reproduces the model that the work seeks to contrast and which are the most frequent steps. The analysis follows the model of Jara Solar (2013), completed with some steps of Bunton (2002), those who extend the Swalesian approach (1990, 2004), given that they present introduction chapter as a section of three rhetorical movements (Establishing the Territory/Establishing the Niche/Occupying the Niche-Presenting the work) each of which includes steps, but they add new ones to those that Swales identified. Results show that the academic conventions appear in move I and move III, even though they may be missing some required steps. On the con-trary, 35% of texts or does not include the second movement or occupies it in a very synthetic way. Finally, cyclical configurations and embedding gener-ate more complex organizations. Brief practical implications for teaching are discussed.

|Abstract
= 251 veces | PDF (ESPAÑOL (ESPAÑA))
= 179 veces| HTML (ESPAÑOL (ESPAÑA))
= 20 veces|

Downloads

Download data is not yet available.

Author Biographies

Hilda Difabio de Anglat, Consejo Nacional de Investigaciones Científicas y Técnicas. (CONICET)

Researcher at CONICET, Director at Reaserach Institute. Cuyo, Mendoza.

Guadalupe Alvarez, Universidad Nacional de General Sarmiento

Researcher at CONICET. Researcher professor (Associate professor),Instituto del Desarrollo Humano de la Universidad Nacional de General Sarmiento, Buenos Aires.

References

Aguirre, L., Müller, G., y Ejarque, D. (2011). Escribir la conclusión de la tesis. En L. Cubo de Severino, N. Lacón e H. Puiatti (eds.), Escribir una tesis. Manual de estrategias de producción (pp. 189-227). Córdoba, Argentina: Comunic-arte.

Árvay, A., & Tankó, G. (2004). A contrastive analysis of English and Hungarian theoretical research article introductions. International Review of Applied Linguistics in Language Teaching, 42(1), 71-100.

Asuncion, Z,. & Querol, M. (2013). Rhetorical Moves in the Introductions of Masters’ Theses. Graduate Research Journal, 6(1-2), 65-85.

Bunton, D. (2002). Generic moves in Ph.D. thesis introductions. In J. Flowerdew (ed.), Academic discourse (pp. 57-75). London: Longman.

Carbonell Olivares, M., Gil Salom, L., & Soler Monreal, C. (2009). The schematic structure of Spanish PhD thesis introductions. Spanish in Context, 6(2), 151-175. DOI 10.1075/sic.6.2.01car

Cubo de Severino, L. (Coord.). (2005). Los textos de la ciencia. Córdoba, Argentina: Comunic-arte.

Cheung, Y. L. (2012). Understanding the writing of thesis introductions: An exploratory study. Procedia - Social and Behavioral Sciences, 46, 744-749. DOI: 10.1016/j.sbspro.2012.05.191

Choe, H., & Hwang, B. H. (2014). A Genre Analysis of Introductions in Theses, Dissertations and Research Articles Based on Swales’ CARS Model. Korean Journal of Applied Linguistics, 30(1), 3-31. Recuperado de journal.alak.or.kr/wp.../

Gallardo, S. (2010). La citación en tesis doctorales de biología y lingüística. Íkala, revista de lenguaje y cultura, 15(26), 153-177. Recuperado de http://aprendeenlinea.udea.edu.co/revistas/index.php/ikala/article/view/7798/7362

Geçikli, M. (2013). A Genre-analysis Study on the Rhetorical Organization of English and Turkish PhD Theses in the Field of English Language Teaching. International Journal of Business, Humanities and Technology, 3(6), 50-58. Recuperado de www.ijbhtnet.com/journals/Vol_3_No_6_June_2013/7.pdf

Gil Salom, L., Soler Monreal, C., & Carbonell Olivares, M. (2008). The move-step structure of the introductory sections of Spanish PHD theses. Revista Española de Lingüística Aplicada, 21, 85-106. Recuperado de https://dialnet.unirioja.es/descarga/articulo/2926005.pdf

Gupta, R. (1995). Managing General and Specific Information in Introductions. English for Specific Purposes, 14(1), 59-75.

Jara Solar, I. (2013). Descripción funcional de introducciones de tesis doctorales en las disciplinas de química y lingüística. Onomázein, 28, 72-87. DOI: 10.7764/onomazein.28.7

Khan, T. (2014). Generic Features of Social Science and Natural Science Thesis Introductions in Pakistani Context. Developing Country Studies, 4(23), 15-25. Recuperado de www.iiste.org/Journals/index.php/DCS/article/download/.../17460

Nguyen, T. T. L., & Pramoolsook, I. (2014). Rhetorical Structure of Introduction Chapters written by Novice Vietnamese TESOL postgraduates. 3L: The Southeast Asian Journal of English Language Studies, 20(1), 61-74.

Ozturk, I. (2007). The textual organization of research article introductions in applied linguistics: Variability within a single discipline. English for Specific Purposes, 26(1), 25-38.

Parodi, G. (2005). Discurso especializado e instituciones formadoras. Valparaíso: Ediciones Universitarias de Valparaíso.

Samraj, B. (2008). A discourse analysis of master’s theses. Journal of English for Academic Purposes, 7(1), 55-67.

Shehzad, W. (2008). Move two: establishing a niche. Ibérica. Revista de la Asociación Europea de Lenguas para Fines Específicos, 15, 25-50. Recuperado de www.aelfe.org/documents/03_15_Shehzad.pdf

Soler Monreal, C., Carbonell Olivares, M., & Gil Salom, L. (2011). A contrastive study of the rhetorical organisation of English and Spanish PhD thesis introductions. English for Specific Purposes, 30(1), 4-17. DOI:10.1016/j.esp.2010.04.005

Swales, J. (1990). Genre Analysis. English in Academic and Research Settings. Cambridge: Cambridge University Press.

Swales, J. (2004). Research genres: Exploration and applications. Cambridge: Cambridge University Press.

Swales, J., & Feak, C. (2004). Academic Writing for Graduate Students: Essential Tasks and Skills. Ann Arbor: University of Michigan.

Published
2019-01-24
How to Cite
Difabio de Anglat H., & Alvarez G. (2019). Rhetorical Strategies of the Introductory Chapter of Doctoral Theses in Education. Íkala, 24(1), 69-84. https://doi.org/10.17533/udea.ikala.v24n01a03