A Corpus-based Genre Analysis: Moves in Introductory Paragraph of Argumentative Writing

Anita Kanestion ,Manvender Kaur A/P Sarjit Singh

doi:10.6007/ijarbss/v9-i7/6182

Abstract

In Malaysia, the framework of genre analysis has been widely used for analyzing undergraduates and postgraduates target discourse, particularly research articles and theses. Conversely, limited studies have been conducted on argumentative essays produced by pre-university students who are sitting for Malaysian University English Test (MUET). This study is aimed at analyzing the introductory paragraphs of 14 argumentative essays using move analysis. For this purpose, a compiled representative corpus of argumentative essays was used as a main instrument to examine the rhetorical moves in the compiled essays. As a corpus-based study, the identification of rhetorical moves was examined via a computer-assisted corpus analysis (CACA). The findings of this preliminary study revealed that there were 3 moves and 9 steps identified in the compiled introductory paragraphs. The pedagogical implications based on the results of the study were proposed and the ideas for future research were discussed.

Highlights

Writing is considered as one of the most challenging tasks for English as Second Language (ESL) learners to become proficient in (David, Thang, & Azman, 2015; Elashri, 2013; Ka-kandee & Kaur, 2015; Kanestion, Sarjit Singh, Shamsudin, 2017; Komara, 2018; Yunus & Chien, 2016)
Though studies are abounding under the umbrella of contrastive rhetoric, especially in ESL context, yet the need for the students to learn the rhetorical structure still exists (Reza & Atena, 2013) and it is important to note that knowing the rhetorical structure in English and other languages or cultures probably would only help the learners to comprehend the differences and similarities exist in written text; this would not encourage the ESL learners to explore and understand their own writing strategies
Contrary to Hyland’s (1990) framework, in this study, the first stage is identified as Introduction by the researchers as in Malaysia, the Thesis stage is frequently known as an introductory paragraph (Kanestion & Sarjit Singh & Shamsudin, 2017)

Summary

Introduction

Writing is considered as one of the most challenging tasks for English as Second Language (ESL) learners to become proficient in (David, Thang, & Azman, 2015; Elashri, 2013; Ka-kandee & Kaur, 2015; Kanestion, Sarjit Singh, Shamsudin, 2017; Komara, 2018; Yunus & Chien, 2016) This is due to the fact that written abilities amongst non-native speakers are not acquired naturally, but learned and practiced through experience (Grape and Kaplan, 1999). Contrary to Hyland’s (1990) framework, in this study, the first stage is identified as Introduction by the researchers as in Malaysia, the Thesis stage is frequently known as an introductory paragraph (Kanestion & Sarjit Singh & Shamsudin, 2017) This is probably due to the fact that English speakers tend to open their discourse with a thesis directly contrary to the non-native speakers, Asians as they prefer to use an orderly presentation in which the thesis is delayed by some sufficient background information (Misyana & Kamisah, 2012). The researchers have made some modification in relation to the first stage to cater the students’ and teachers’ needs

Objectives

Methods

Results

Conclusion