Genre-based studies offer an insight to linguistic researchers as well as EFL, ESP teachers which can be used in instruction. This study sought to identify the rhetorical structures of Patient Information Leaflets (PILs). This research is a genre analysis that aimed at identifying the macro- and micro-structure of PILs; 30 PILs were analyzed. The microstructure analysis was done at two levels of move and step. The analysis is done based on Swales’ (1990) model. The overall macro- and micro-structure of PIL is recognized. The results of the analysis indicated that PILs are composed of 17 sections, and each section has its own particular move-step framework.
An Analysis of Generic Features of Acknowledgments in Academic Writing: Native Speakers of English Vs Non-Native (Iranian) (Review Completed - Accepted)
The literature on the generic structure of acknowledgment has revealed that, beyond the role it plays in academic gift giving and self-presentation, the textualization of gratitude reveals the effect of disciplinary, sociocultural and contextual variations on shaping this genre (Hyland, 2003, Giannoni, 2002, & Yang, 2012). However, there is relatively scant research on the ways that acknowledgements in different genres are characterized by their distinctive communicative purposes. To fill this gap, this study analyzes through two phases the acknowledgment sections of various genres (20 MA & 20 PhD theses, 20 textbooks, and 20 research articles) written by native speakers of English (n=40) and Iranian (n=40) in applied linguistics. The results of move analysis phase which insights was from Swales'(1990) model, showed that genre of acknowledgment was constituted of a main ‘Thanking’ move framed by two optional ‘Reflecting’ and ‘Announcing’ moves in theses, two optional “Framing'” and ” Announcing” moves in textbooks, and one optional “Framing” move in research articles. Despite observing the “Thanking move” in acknowledgment sections of all genres, cross- generic differences were also found in the type and frequency of constituent steps used to realize this move and other optional moves. These differences indicate how the contextual, cultural, and institutional forces influence the production and reception of academic genres