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University of Warwick Institutional Repository University of Warwick institutional repository: http://go.warwick.ac.uk/wrap A Thesis Submitted for the Degree of PhD at the University of Warwick http://go.warwick.ac.uk/wrap/1109 This thesis is made available online and is protected by original copyright. Please scroll down to view the document itself. Please refer to the repository record for this item for information to help you to cite it. Our policy information is available from the repository home page. A Textual and Contextual Study of English Language and Literature Essays: The Case of First Year English Department Students' Writing in Dhaka University, Bangladesh by Nevin Farida A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics and English Language Teaching Centre for Applied Linguistics University of Warwick July 2008 Table of Contents List of Tables and Figures viii Abbreviations x Acknowledgements xii Declaration xiü Abstract xiv CHAPTER 1: INTRODUCTION AND BACKGROUND CONTEXT I 1.0 Introduction 1 1.1 English, ELT and Bangladesh 2 1.1.1 English in colonial period 3 1.1.2 English in post-colonial Pakistani period 4 1.1.3 English in the independentBangladesh period 5 1.1.3.1 English at pre-university levels at present 7 1.1.3.2 English education at university level 9 1.2 English teaching-learning in the English Department of Dhaka University 11 1.3 Motivation for the study 16 1.4 Aims of the study 19 1.5 Methodology 20 1.6 Significance of the study 20 1.7 Organisation of the study 21 CHAPTER 2: GENERAL LITERATURE REVIEW 24 2.0 Introduction 24 2.1 Academic writing 25 2.1.1 Academic writing and the concept of discourse community 28 2.1.2 Producers of academic writing 30 2.1.3 Discipline-specific academic writing 33 2.2 Writing for English Literature 41 2.2.1 Literary competence 42 2.3 The essay as a concept 45 2.3.1 Structure of the essay 48 2.3.1.1 School compositions in Ll contexts 51 2.3.1.2 Essaysin ESLIEFL contexts 53 2.3.1.3 Essaysin English languageproficiency writing test contexts 59 I 2.3.1.4 Relationship between language proficiency writing test essaysand university essays 61 2.4 The concept of genre 64 2.4.1 The university essayas a genre 67 2.4.2 Dhaka University English Department language and literature essaysas genres 72 2.5 Conclusion 73 CHAPTER 3: OVERVIEW OF RESEARCH METHODOLOGY 75 3.0 Introduction 75 3.1 The study and the research questions 75 3.2 A qualitative study 77 3.2.1 Genre analysis of written texts in liaison with other methods 77 3.3 Data collection and approach to analysis 79 3.3.1 Essay topics 82 3.3.2 Essays 83 3.3.3 Pre-interview questionnaire 84 3.3.4 Interviews 85 3.3.4.1 Student interviews 86 3.3.4.1.1 Main interviews 86 3.3.4.1.2 Follow up interviews 88 3.3.4.2 Teacher interviews 88 3.3.4.2.1 Pilot interview 88 3.3.4.2.2 Main interviews 88 3.3.4.2.3 Follow up interviews 89 3.4 Conclusion 90 CHAPTER 4: ANALYSING ESSAY TOPICS 91 4.0 Introduction 91 4.1 Previous research on examining essay topics 91 4.2 Topic analysis within the present study 97 4.2.1 Analysing English languageessay topics 98 4.2.1.1 Analysing field-subfield of languagetopics 98 4.2.1.2 Analysing rhetorical purpose of languagetopics 100 4.2.1.3 Analysing information source and object of enquiry of languagetopics 104 4.2.2 Analysing English literature essaytopics 105 4.2.2.1 Analysing Field-Subfield of literature topics 107 4.2.2.2 Analysing rhetorical purpose of instructional words from the perspective of SpeechAct Theory and concept of performative language(Illocutionary force and perlocutionary effect) 109 4.2.2.2.1 Analysing rhetorical purpose from the perspectiveof illocutionary force and explici t indication of perlocutionary effect 110 4.2.2.2.2 Analysing rhetorical purpose from the perspective of illocutionary force and implicit indication of desired perlocutionary effect 113 4.2.2.3 Analysing information source and object of enquiry of literature topics 117 4.3 Discussion 118 ii 4.3.1 Differences between long and short English literature essaytopics 118 4.3.2 Differences between English language and literature essaytopics 120 4.4 Conclusion 124 CHAPTER 5: ANALYTICAL APPROACH AND MODEL DEVELOPMENT FOR ANALYSING STUDENTS' ESSAYS 126 5.0 Introduction 126 5.1 Data description 127 5.2 Data classification 127 5.3 Approach to data analysis 128 5.3.1 Move analysis 130 5.4 Previous research relevant to the analytical models of the present study 132 5.4.1 Hyland's (1990) structure of argumentative essays 133 5.4.2 Henry and Roseberry's (1997) structure of expository texts 135 5.4.3 Matsuzono's (2004) structure of TWE essays 136 5.4.4 Derewianka's (1990) and Labov's (1972) structure of recount essays/narratives 137 5.4.5 Hoey's (1983) Matching and General-Particular patterns 139 5.5 Developing analytical models for the present study 140 5.5.1 Modelling the `Introduction' 144 5.5.1.1 'Exposition-Discussion' model 144 5.5.1.2 'Description-Recount' model 146 5.5.2 Modelling the `Body' 147 5.5.2.1 `Exposition-Discussion' model 147 5.5.2.2 'Description-Recount' model 148 5.5.3 Modelling the 'Conclusion' 149 5.5.3.1 'Exposition-Discussion' model 149 5.5.3.2 'Description-Recount' model 151 5.6 Discussion 151 5.6.1 Similarities 151 5.6.2 Dissimilarities 152 5.7 Conclusion 152 CHAPTER 6: ANALYSING STUDENTS' ESSAYS 153 6.0 Introduction 153 6.1 Move structure and move realisation of English language high grade essays(HGE) using the 'Description-Recount' model 154 6.1.1 Move structure and realisation of languageHGE 'Introduction' 155 6.1.1.1 'Opener' move 156 6.1.1.2 'Proposition' move 157 6.1.1.3 'Elaborating Proposition' move 159 6.1.1.4 'Plan of Development' move 159 6.1.2 Move structure and realisation of languageHGE 'Body' 159 6.1.2.1 'Series of Events/ and Descriptions' move 160 iii 6.1.2.2 `Personal Response' move 161 6.1.3 Move structure and realisation of language HGE `Conclusion' 162 6.1.3.1 `Restating Proposition' move 162 6.2 Move structure and move realisation of English language low grade essays (LGE) using the `Description-Recount' model 163 6.2.1 Move structure and realisation of language LGE `Introduction' 163 6.2.1.1 `Opener' move 163 6.2.1.2 `Proposition' move 164 6.2.1.3 'Elaborating Proposition' move 165 6.2.1.4 `Plan of Development' move 165 6.2.2 Move structure and realisation of language LGE 'Body' 165 6.2.2.1 'Series of Events/Descriptions' move 165 6.2.2.2 `Personal Response' move 167 6.2.3 Move structure and realisation of language LGE 'Conclusion' 167 6.2.3.1 `Restating Proposition' move 167 6.2.4 Summary of results 168 6.3 Move structure and move realisation of English language high grade essays (HGE) using `Exposition-Discussion' model 169 6.3.1 Move structure and realisation of language HGE 'Introduction' 170 6.3.1.1 'Opener' move 171 6.3.1.2 'Narrowing towards Proposition' move 172 6.3.1.3 'Proposition' move 172 6.3.1.4 'Elaborating Proposition' move 173 6.3.1.5 'Plan of Development'move 174 6.3.2 Move structure and realisation of language HGE 'Body' 174 6.3.2.1 `Supporting Proposition' move 175 'Conclusion' 176 6.3.3 Move structure and realisation of language HGE 6.3.3.1 'Restating Proposition' move 177 6.3.3.2 'Beyond Proposition' move 178 6.4 Move structure and move realisation of English language low grade essays(LGE) using the `Exposition-Discussion' based model 178 LGE 'Introduction' 179 6.4.1 Move structure and realisation of language 6.4.1.1 'Opener' move 179 6.4.1.2 'Narrowing towards Proposition' move 180 6.4.1.3 'Proposition' move 181 6.4.1.4 'Elaborating Proposition' move 181 181 6.4.1.5 'Plan of Development' move LGE 'Body' 182 6.4.2 Move structure of realisation of language 6.4.2.1 'Supporting Proposition' move 182 6.4.2.2 'Elaborating Supporting Proposition' move 182 LGE 'Conclusion' 183 6.4.3 Move structure and realisation of language 6.4.3.1 'Restating Proposition' move 183 6.4.3.2 'Beyond Proposition' move 184 6.4.4 Summary of results 184 literature high (LIGE) 6.5 Move structure and move realisation of English grade essays using the `Exposition-Discussion' based model 186 literature HGE `Introduction' 186 6.5.1 Move structure and realisation of 6.5.1.1 `Opener' move 187 6.5.1.2 `Narrowing towards Proposition' move 189 6.5.1.3 `Proposition' move 190 6.5.1.4 'Elaborating Proposition' move 191 6.5.1.5 'Plan of Development' move 192 iv 6.5.2 Move structure and realisation of literature HGE `Body' 192 6.5.2.1 `Supporting Proposition' move 194 6.5.2.2 `Elaborating Supporting Proposition' move 195 6.5.3 Move realisation of literature HGE 'Conclusion' 196 6.5.3.1 'Restating Proposition' move 197 6.5.3.2 `Beyond Proposition' move 199 6.6 Move structure and move realisation of English literature low grade essays(LGE) using the `Exposition-Discussion' based model 199 6.6.1 Move realisation of literature LGE 'Introduction' 199 6.6.1.1 'Opener' move 200 6.6.1.2 'Narrowing towards Proposition' move 202 6.6.1.3 'Proposition' move 203 6.6.1.4 'Elaborating Proposition' move 204 6.6.1.5 'Plan of Development' move 204 6.6.2 Move realisation of literature LGE 'Body' 204 6.6.2.1 'Supporting Proposition' move 205 6.6.2.2 'Elaborating Supporting Proposition' move 206 6.6.3 Move realisation of literature LGE 'Conclusion' 208 6.6.3.1 'Restating Proposition' move 209 6.6.3.2 'Beyond Proposition' move 210 6.6.4 Summary of results 210 6.7 Discussion 212 212 6.7.1 High and low grade 'Description-Recount' language essays 6.7.1.1 Structure 212 6.7.1.2 Content 213 214 6.7.2 High and low grade 'Exposition-Discussion' language essays 6.7.2.1 Structure 214 6.7.2.2 Content 215 217 6.7.3 High
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