A New Look to Research Article Abstracts (RAAs) of Novice Academic Writers : Their Communicative Strategic Use of Rhetorical Structure and Metadiscourse

Abstract

This study intends to highlight a unique approach that the research article abstracts (RAAs) of Korean graduate students (N= 91) make communicative and strategic use of rhetorical structures and metadiscourse in comparison with those of the experienced academic writers (N= 91) published in leading linguistics and applied linguistics journals. For analysis, two models of rhetorical structure—IMRD model (Hyland, 2004) and CARS model (Swales, 2004) — and two types of metadiscourse (Hyland, 2005)—textual and interpersonal — are employed in conjunction with statistical methods of chi-square test and t-test. Much use of CARS model in the novice RAAs suggests the intention to promote readers interest in further reading by giving a gist of an article rather than a whole summary. Clear preference to some metadiscourse categories including boosters (e.g., definitely), engagement (e.g., you can see that…) and evidential markers (e.g., according to X) with less self-mention (e.g., I, exclusive we) can be interpreted as strategies to successfully enter their academic communities and engage in communications. Significantly higher density of the overall and the textual categories of metadiscourse may also help to bolster their choice of CARS structure that is flexible and optional. Furthermore, the current study has discovered a close relationship between preferred move structure and distributional pattern of metadiscourse across moves in the novice group. Cross-disciplinary variations, known as a feature of advanced academic writing, also make statistical significance only in the novice group. In sum, the findings mentioned above suggest a new look to novice writers who are keenly aware of the rhetorical functions of move structure and metadiscourse and make strategic use of them for the sake of effective communication in the discourse of their academic discipline.