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A Rhetorical Analysis of Examination Essays In A RHETORICAL ANALYSIS OF EXAMINATION ESSAYS IN THREE DISCIPLINES: THE CASE OF GHANAIAN UNDERGRADUATE STUDENTS JOSEPH BENJAMIN ARCHIBALD AFFUL (B.A. (Hons), Dip. Ed., MPhil) A THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE NATIONAL UNIVERSITY OF SINGAPORE 2005 ACKNOWLEDGEMENT I am very grateful to many people from diverse backgrounds for their invaluable contributions in several forms towards the completion of this work. First, I owe a great debt of gratitude to Dr. Sunita Anne Abraham, who has been helpful as principal supervisor and inspiring with her invaluable guidance, able supervision, and unflagging interest in my research. I would also like to express my profound gratitude to Associate Professor Christopher Stroud and Dr. Peter Tan Kok Wan, the other members of my thesis committee, for their encouragement, which has made the completion of this work possible. I have greatly benefited from discussions with Professor Desmond Allison, Associate Professor Paul Matsuda, Professor Ken Hyland, Professor Tony Silva, Dr. Paul Bruthiaux, Dr Lawe-Davies, and Ms. Juno Price during the initial stages of the work, while shaping the research proposal. Their suggestions were very helpful in guiding me to current literature in the area of study. I am indebted to the National University of Singapore (NUS) for offering me both admission and a research scholarship to enable me to conduct the study. I am thankful to my mates in the Department of English Language and Literature – Ms. Anggara Mah and Ms. Jennifer Tan – and fellow students from other departments in NUS – Mr. Edward Bannerman-Wood, Mr. Ajibade Aibinu, and Mr. Issahaq Umar – for providing different forms of assistance (rating of textual data, analysis of the data, word processing, and statistical assistance) and crucial social support during the different stages of the research and throughout the entire period of my candidature. ii I also extend my deep appreciation to the University of Cape Coast (UCC) for granting me study leave. Special thanks go to Associate Professor Jane Naana Opoku- Agyemang, then Head of the English Department, who provided access to materials for my preliminary analysis. To Associate Professor L. K. Owusu-Ansah and Associate Professor E. K Yankson, I say thanks for putting at my disposal relevant PhD theses. My appreciation also goes to the heads of department, deans, lecturers, and second-year students at UCC who participated in this research; and, Mr. Philip Gborsong and Mr. Nartey, my Research Assistants, as well as the departmental administrative clerks who helped in the data collection. Finally, I am indebted greatly to my wife, Joy, for her perseverance, understanding, and constant support. My three lovely daughters – Josephine, Marilyn, and Priscilla – have had to spend all these years without me, when they needed me most. I hope they realize what their patience, perseverance, and understanding has done for me. I would also like to express my heartfelt gratitude to my mother and siblings for their constant encouragement and continual prayer. Ultimately, I thank God for strength and comfort during times of difficulty and for allowing me to accomplish my goal. iii TABLE OF CONTENTS CHAPTER PAGE Acknowledgement…………………………………………………………….... ii Table of Contents………………………………………………………………. iv Summary………………………………………………………………………... viii List of Abbreviations and Acronyms………………………………………….. x List of Tables…………………………………………………………………… xi List of Figures…………………………………………………………………... xiii CHAPTER ONE: INTRODUCTION…………………………………………… 1 Introduction ………………………………………............................................... 1 1.1 Motivation for this Study ………………………………………………… 2 1.2 Research on Student Academic Writing ……………………..................... 4 1.2.1 Student Writing………………………………………………… 4 1.2.2 General Academic Writing and Discipline-Specific Writing…. 7 1.2.3 The Teaching of Student Academic Writing…………………... 10 1.3 Research Questions ………………………………………………………. 14 1.4 Scope of Study …………………………………………………………… 15 1.5 Assumptions Underlying the Study ……………………………………… 18 1.6 Significance of the Study ………………………………………................ 19 1.7 Overview of the Thesis …………………………………………………… 20 CHAPTER TWO: LITERATURE REVIEW I: CONCEPTUAL FRAMEWORK…………………………………………….. 22 1.0 Introduction ………………………………………………………………. 22 2.1 Analytical Framework……………………………………………………. 22 2.1.1 Approaches in Rhetorical Analysis…………………………… 22 2.1.2 Genre Theory…………………………………………………. 25 2.1.3 Swales’ (1981a, 1990a) Approach to Genre Studies…………. 28 2.2 Key Concepts…………………………………………………………….. 34 2.2.1 Disciplinary Variation ………………………………………... 35 2.2.2 Rhetoric ………………………………………………………. 40 2.2.6 The Examination Essay ………………………………………. 43 2.3 Chapter Conclusion ………………………………………………………. 47 iv CHAPTER THREE: LITERATURE REVIEW II: EMPIRICAL STUDIES…. 49 3.0 Introduction ………………………………………………………………. 49 3.1 Studies on Disciplinary Variation ………………………………………... 49 3.1.1 Nature of Disciplinarity ……………………………………….. 50 3.1.2 Diachronic and Synchronic Perspectives……………………… 53 3.1.3 Mode of Discourse …………………………………………..... 55 3.1.4 Linguistic Features…………………………………………….. 57 3.2 Studies on Rhetorical Features ………………………………... ………… 60 3.2.1 Studies conducted in the United States of America …………... 60 3.2.2 Studies Conducted in the United Kingdom……………………. 65 3.2.3 Studies Conducted in Australia ………………………………. 68 3.2.4 Studies Conducted in Asia…………………………………….. 70 3.2.5 Studies Conducted in the Middle East………………………… 73 3.2.6 Studies Conducted in Africa…………………………………… 74 3.3 Justification for Present Study …………………………………………… 80 3.4 Chapter Conclusion ……………………………………………………… 81 CHAPTER FOUR: THE CONTEXT OF THE STUDY ………………………. 82 4.0 Introduction ………………………………………………………………. 82 4.1 Education and Language in Ghana ………………………………………. 82 4.2 Institutional Context ……………………………………………................ 87 4.3 Disciplinary Context ……………………………………………………… 90 4.3.1 English: Introduction to Literature (IL)……………………….. 90 4.3.2 Sociology: Family and Socialization (FS)…………………….. 93 4.3.3 Zoology: Cell and Tissue Organization (CTO) ………………. 96 4.3 Chapter Conclusion ……………………………………………………… 99 CHAPTER FIVE: RESEARCH METHODOLOGY…………………………… 100 5.0 Introduction ………………………………………………………………. 100 5.1 Pre-field Work …………………………………………………………… 100 5.2 Field Work ……………………………………………………………….. 101 5.2.1 Sampling of Participants and Texts…………………………… 101 5.2.2 Collection of Data……………………………. ………………. 104 5.3 Post-field Activities ……………………………………… ……………… 111 5.3.1 Orientation of Research Assistants in Ghana ………………… 111 5.3.2 Orientation of Research Assistants in Singapore …………….. 117 5.4 Labelling the Moves ……………………………………………................ 121 5.5 Key Methodological Issues ………………………………………………. 129 5.5.1 Reliability and Validity………………………………………... 129 5.5.2 Ethical Considerations ………………………………………… 131 5.5.3 Problems Encountered During the Data Collection …………… 131 5.6 Chapter Conclusion ………………………………………........................... 134 CHAPTER SIX: PRELIMINARY ANALYSIS………………………………... 135 6.0 Introduction ………………………………………………………………. 135 6.1 Analysis of the Examination Prompts ……….......................................... 135 v 6.2 Preliminary Analysis of the Texts ……………………………………….. 140 6.3 Results of Textual Analysis …………………………………………….... 141 6.4 Results from Corroborating Data ………………………………………… 144 6.4.1 Synopsis of Questionnaire Data……………………………….. 144 6.4.2 Faculty Interview Data……………………………………….... 148 6.4.3 Student Interview Data………………………………………... 152 6.5 Discussion of Findings …………………………………………………... 156 6.6 Chapter Conclusion ……………………………………………………… 163 CHAPTER SEVEN: RESULTS AND DISCUSSION I……………………….. 164 7.0 Introduction ………………………………………………………………. 164 7.1 Research Question One: Introduction ……………………………………. 164 7.2 Frequency of Occurrence of Moves in the Introduction …………………. 166 7.3 Textual Space Occupied by the Moves in the Introduction ……………… 168 7.4 Sequencing of Moves in the Introduction ………………........................... 178 7.5 Linguistic Realization of Moves in the Introductions ……………………. 185 7.5.1 Quantitative Data on Linguistic Realizations…………………. 187 7.5.2 Illustrations of Linguistic Realizations in English Introductions. 191 7.5.3 Illustrations of Linguistic Realizations in Sociology Introductions…………………………………………………... 196 7.5.4 Illustrations of Linguistic Realizations in Zoology Introductions 201 7.6 Discussion of Findings ……………………………………………............ 202 7.6.1 Move 1 in the Introductions …………………………………... 203 7.6.2 Move 2 in the Introductions …………………………………... 208 7.6.3 Move 3 in the Introductions …………………………………... 211 7.7 Chapter Conclusion ………………………………………………………. 216 CHAPTER EIGHT: RESULTS AND DISCUSSION II……………………….. 218 8.0 Introduction ………………………………………………………………. 218 8.1 Research Question Two: Conclusion …………………………………….. 218 8.2 Frequency of Occurrence of Moves in the Conclusion …………………... 219 8.3 Textual Space Allocated to the Moves in the Conclusion ……………….. 225 8.4 Sequencing of Moves in the Conclusion …………………………………. 227 8.5 Linguistic Realization of Moves in the Conclusions ……………………… 230 8.5.1 Quantitative Data on Linguistic Realizations…………………… 231 8.5.2 Illustrations of Linguistic Realizations in English Conclusions... 235 8.5.3 Illustrations of Linguistic Realizations in Sociology Conclusions …………………………………………………… 239 8.6 Discussion of Findings ………………………………… ………………... 244 8.6.1 Move 1 in the Conclusions…………………………………….. 245 8.6.2 Move 2 in the Conclusions…………………………………….. 250 8.7 Chapter Conclusion ……………………………………….......................... 253 CHAPTER
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