Rhetorical Analysis of Engagement in Discussion Section of Doctoral Dissertations Written by Kurdish Native Speakers

Abstract

Academic writing is commonly regarded as a means to facilitate communication between authors and readers. As a result, scholars are expected not only to present information about the external world through their texts but also to employ language to acknowledge, construct, and foster social connections. Textual engagement requires significant linguistic and cognitive effort, regardless of the writers’ backgrounds. It involves complex knowledge, skills, and familiarity with social practices, which require explicit teaching and time. Even native English speakers find it challenging to acquire the necessary academic skills and social practices of the academic setting due to the discursive nature of higher education. This study aimed to explore the level of engagement in the discussion sections of applied doctoral dissertations written by Kurdish native speakers. To achieve this objective, the researcher analyzed eight randomly selected doctoral dissertations in applied linguistics authored by Kurdish native speakers, employing Martin and White’s (2005) framework. The study identified each dialogic engagement resource’s frequency of occurrence and functions, providing explanations and examples. The findings indicated that the writers being studied utilized different dialogic resources for engaging in conversation with their potential audience. Additionally, they preferred to employ resources that fostered expansive dialogue more often than those that limited it, possibly to reduce the chances of encountering rejection or opposition.