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Rhetorical move-step analysis of argumentative essays by Chinese EFL undergraduate students

Rhetorical move-step analysis, an analytical approach within discourse analysis, is commonly employed to scrutinize the rhetorical structures inherent in various community genre practices. This method has also been extensively applied in academic and professional writing, particularly in published r...

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Main Authors: Liu, Hongjian, Ismail, Lilliati, Ahmad, Norhakimah Khaiessa
Format: Article
Language:English
Published: Academy Publication 2024
Online Access:http://psasir.upm.edu.my/id/eprint/113847/1/113847.pdf
http://psasir.upm.edu.my/id/eprint/113847/
https://tpls.academypublication.com/index.php/tpls/article/view/8430
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spelling my.upm.eprints.1138472025-02-10T02:23:53Z http://psasir.upm.edu.my/id/eprint/113847/ Rhetorical move-step analysis of argumentative essays by Chinese EFL undergraduate students Liu, Hongjian Ismail, Lilliati Ahmad, Norhakimah Khaiessa Rhetorical move-step analysis, an analytical approach within discourse analysis, is commonly employed to scrutinize the rhetorical structures inherent in various community genre practices. This method has also been extensively applied in academic and professional writing, particularly in published research articles and doctoral dissertations. However, little research has investigated the rhetorical move-step structures evident in argumentative writing by Chinese undergraduate students. Therefore, this study explores the rhetorical move-step structure of argumentative essays in Chinese EFL contexts. A corpus comprising 30 argumentative essays authored by undergraduate students at a Chinese university was assembled for analysis. The move-step structure of the data was analyzed using Hyland’s (1990) analytical framework. The results indicated that most students utilized Hyland’s model in crafting their argumentative essays. Additionally, the findings revealed that the argumentative essays by Chinese undergraduates adhered to a structure consisting of five obligatory moves, three conventional moves, one optional move, and multiple obligatory, conventional, and optional steps beyond the established analytical framework. These findings’ implications extend to pedagogical practices and further research in the domain of EFL students’ academic writing. Academy Publication 2024-07-17 Article PeerReviewed text en http://psasir.upm.edu.my/id/eprint/113847/1/113847.pdf Liu, Hongjian and Ismail, Lilliati and Ahmad, Norhakimah Khaiessa (2024) Rhetorical move-step analysis of argumentative essays by Chinese EFL undergraduate students. Theory and Practice in Language Studies, 14 (7). pp. 2063-2072. ISSN 1799-2591; eISSN: 2053-0692 https://tpls.academypublication.com/index.php/tpls/article/view/8430 10.17507/tpls.1407.13
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description Rhetorical move-step analysis, an analytical approach within discourse analysis, is commonly employed to scrutinize the rhetorical structures inherent in various community genre practices. This method has also been extensively applied in academic and professional writing, particularly in published research articles and doctoral dissertations. However, little research has investigated the rhetorical move-step structures evident in argumentative writing by Chinese undergraduate students. Therefore, this study explores the rhetorical move-step structure of argumentative essays in Chinese EFL contexts. A corpus comprising 30 argumentative essays authored by undergraduate students at a Chinese university was assembled for analysis. The move-step structure of the data was analyzed using Hyland’s (1990) analytical framework. The results indicated that most students utilized Hyland’s model in crafting their argumentative essays. Additionally, the findings revealed that the argumentative essays by Chinese undergraduates adhered to a structure consisting of five obligatory moves, three conventional moves, one optional move, and multiple obligatory, conventional, and optional steps beyond the established analytical framework. These findings’ implications extend to pedagogical practices and further research in the domain of EFL students’ academic writing.
format Article
author Liu, Hongjian
Ismail, Lilliati
Ahmad, Norhakimah Khaiessa
spellingShingle Liu, Hongjian
Ismail, Lilliati
Ahmad, Norhakimah Khaiessa
Rhetorical move-step analysis of argumentative essays by Chinese EFL undergraduate students
author_facet Liu, Hongjian
Ismail, Lilliati
Ahmad, Norhakimah Khaiessa
author_sort Liu, Hongjian
title Rhetorical move-step analysis of argumentative essays by Chinese EFL undergraduate students
title_short Rhetorical move-step analysis of argumentative essays by Chinese EFL undergraduate students
title_full Rhetorical move-step analysis of argumentative essays by Chinese EFL undergraduate students
title_fullStr Rhetorical move-step analysis of argumentative essays by Chinese EFL undergraduate students
title_full_unstemmed Rhetorical move-step analysis of argumentative essays by Chinese EFL undergraduate students
title_sort rhetorical move-step analysis of argumentative essays by chinese efl undergraduate students
publisher Academy Publication
publishDate 2024
url http://psasir.upm.edu.my/id/eprint/113847/1/113847.pdf
http://psasir.upm.edu.my/id/eprint/113847/
https://tpls.academypublication.com/index.php/tpls/article/view/8430
_version_ 1825162389632319488
score 13.239859

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