Jul 2026· American Journal of Applied Sciences· 0 citations
Abstract
Research article abstracts function as both informational summaries and access points to disciplinary knowledge. This study compares the rhetorical organisation and linguistic realisation of English and Uzbek research article abstracts, focusing on promotional and expository orientations. The corpus comprises 68 abstracts published between 2023 and 2025 and equally divided between the two languages. The texts were analysed using a five-move, fifteen-step model. Purpose and Results emerged as the most stable moves in both corpora, while Method and the complete five-move structure were more consistently represented in English abstracts. English writers more often separated communicative functions through finite research verbs, explicit data statements, reporting frames, and contribution claims. Uzbek abstracts more frequently integrated purpose, method, results, and evaluation through nominal-predicative constructions, action nominals, passive predicates, and extended enumerations. These differences are interpreted as discoursal and institutional preferences rather than fixed cultural traits. The main contrast concerns rhetorical visibility and information packaging, not the communicative functions themselves.
This exploratory study examines gendered evaluative expressions in English and Uzbek public discourse from a comparative pragmatic perspective. The analysis draws on an author-compiled purposive dataset of 100 evaluative units, with 50 English and 50 Uzbek items, and focuses on the Attitude subsystem of Appraisal Theory: Affect, Judgment, and Appreciation. The revised analysis treats the corpus as a source-asymmetric exploratory sample rather than as a representative model of either language or culture. Descriptive results show that Judgment is the most frequent Attitude category in both subcorpora (English: 32/50, 64%; Uzbek: 35/50, 70%), followed by Appreciation (24% and 20%) and Affect (12% and 10%). The principal cross-corpus contrast lies not in category frequency but in the contextual values attached to evaluative choices. In the sampled English materials, favorable gender evaluation is frequently associated with agency, competence, leadership, and professional participation. In the sampled Uzbek materials, favorable evaluation more often invokes responsibility, respectability, family relations, moral conduct, and social obligation, while contemporary texts also explicitly contest restrictive gender stereotypes. Because the data were purposively selected and clustered within a limited number of source texts, inferential significance testing is not used. The findings are interpreted as patterns in the sampled discourse rather than as population-level differences between English- and Uzbek-speaking societies. The study demonstrates the value of combining Appraisal Theory with contextual pragmatic analysis while also showing the importance of source matching, transparent coding, and cautious cultural interpretation in cross-linguistic gender research.
F. Baxtiyorova· Science and innovation· 0 citations
Drawing on genre analysis and corpus-based translation studies, this study examines rhetorical hype in Chinese government White Papers published between 2020 and 2023 and their official English translations. Rhetorical hype is defined as evaluative and promotional language that heightens the perceived importance, novelty, effectiveness, scope, or desirability of policies, actions, knowledge claims, and accomplishments, with its individual lexical realizations termed hyperbolic items.
Using a sentence-level move scheme adapted from previous genre studies, the study identifies seven move types and focuses on the three most extensive moves: Detailing Actions, Presenting Epistemic Knowledge, and Presenting Accomplishments. Hyperbolic items were identified using a candidate lexicon compiled from previous studies and lexical resources, followed by contextual validation and examination of aligned source–target units. Descriptive frequency analysis was combined with qualitative analysis of translation patterns across the three moves.
The English translations contain fewer hyperbolic items overall than the Chinese source texts. Presenting Accomplishments exhibits the highest normalized frequency of hyperbolic items in both corpora, whereas the relative distribution of such items in Detailing Actions and Presenting Epistemic Knowledge differs between the source and target texts. Qualitative analysis reveals three major translation patterns—attenuation, retention, and amplification—with attenuation predominating in the sampled data.
The findings indicate that the English translations display a more restrained evaluative profile than the Chinese source texts, a pattern compatible with target-oriented institutional mediation. By integrating rhetorical move analysis with the analysis of evaluative language, this study offers a more context-sensitive account of rhetorical hype in political discourse translation and demonstrates the value of combining genre-based and corpus-based approaches to institutional translation.
Luo-Jia Wang· Frontiers in Communication· 0 citations
The use of appropriate rhetorical moves (RMs) and meta-discourse markers (MMs) improve the argumentative and persuasive force of academic texts, such as essays, thesis, seminar papers, and articles. However, authors from different language backgrounds and levels of expertise may use different RMs and MMs when writing in a foreign language. This study is aimed at describing how Indonesian authors in Applied Linguistics use RMs and MMs in their research article abstracts (RAAs) published in international and local journals. 20 RAAs published in international journals and 20 RAAs published in local journals were chosen for the corpora of this study. Swales (2009) five rhetorical moves for RAAs and Hyland's (2005) taxonomy of MMs were used as models in the analyses. The results reveal that different from international journal readers’ expectations, Indonesian authorsin Applied Linguistics use only 3 Moves (Moves 2, 3 & 4) classified as obligatory and 2 Moves (Moves 1 & 5) conventional. Also, they use interactive MMs far more frequently in Moves 3 and 4 because these two moves are relatively longer than the other three moves. As found in other similar studies, the Indonesian authors use interactive MMs far more frequently than interactional MMs because they concern more about their text cohesion, coherence, and convincing rather than their interaction with the potential readers.
Dr Gufran Alam· International journal of all...· 0 citations
Educational mandates promoting a research culture among educators and students emphasize the importance of high-quality research publications. A critical component of this is writing effective research abstracts, a key requirement for journal acceptance. This comparative genre-based study aimed to analyze the macrostructure and linguistic features of 40 local agricultural research abstracts from a state university journal and 40 international abstracts from reputable journals covering 2011-2024. Using Hyland’s (2000, 2004, 2005) frameworks, the rhetorical structures, metadiscourse patterns, and communicative functions of the corpora were analyzed. Both local and international abstracts commonly employed moves like Purpose, Method, and Product. Local abstracts considered the Introduction and Conclusion moves as optional, while these moves were conventional in international abstracts. Typical patterns for local abstracts were PMPrC and PMPr, while most international abstracts followed Hyland's IPMPrC framework. Both sets used metadiscourse markers, but international abstracts employed them more frequently, favoring boosters over hedges to emphasize certainty and validation. These findings highlight the importance of adhering to international academic writing norms to enhance research visibility and impact, with implications for teaching academic writing and research.
Frelita O. Bartolome, W. Magday· English Language Teaching Ed...· 0 citations
The current study explores hedging and stance resources in the BAWE corpus to analyse how successful undergraduates achieve academic caution and writer stance in their writing. Based on Hyland’s (2005) model of interactional metadiscourse, this research follows the quantitative corpus-based approach and analyses four types of stance resources: hedges, boosters, attitude markers, and self-mentions. In total, twelve argumentative and literary analysis essays containing 25,987 words have been analysed via AntConc using frequency, concordance, collocation, and functional analysis. Results show that hedges are the most frequent type of stance markers (42.5%), followed by boosters (20.5%), attitude markers (19.0%) and self-mentions (18.0%), suggesting that successful students prefer to use cautious and tentative argumentation rather than categorical assertions. Analysis of concordance and collocation patterns proves that modal verbs like would, could, may and should are mainly used to denote possibility, hypotheses and tentative interpretation. At the same time, boosters serve as the means of reinforcing claims based on evidence. Evaluative judgment and construction of an authoritative academic writer are achieved by means of attitude markers and self-mentions. This research is important to both corpus linguistics and English for Academic Purposes because it offers empirical data on the rhetorical roles of stance markers in successful academic writing and emphasises the significance of using corpus linguistics methods in teaching students how to write academically and persuasively.
Iftikhar Alam, Alaa Alhourani, Yakiv Bystrov et al.· Aposta: Revista de Ciencias...· 0 citations
Purpose: The purpose of this study is to apply the Discourse-Comprehension Approach to analyze Robert Graves’ poem Recalling War with first and second-year college students in South Kivu province.
Methodology: The study adopted a qualitative descriptive design based on the discourse-comprehension approach. The poem was analyzed at both formal and semantic levels by examining its structural organization, grammatical categories, rhetorical devices, discourse interactional factors, themes, tone, subject matter, scenario, feelings, effects, punctuation, paralinguistic features and the poet’s communicative intention. The analysis integrated linguistic, stylistic, semantic, pragmatic and reader-oriented perspectives to provide a comprehensive interpretation of the poem.
Findings: The analysis revealed that Recalling War is a five-stanza narrative poem organized around the enduring physical, psychological and social consequences of war. The poem employs a rich combination of nouns, verbs, adjectives, metaphors, imagery, repetition, oxymoron, simile, alliteration, personification, contrast, ellipsis and other rhetorical devices that reinforce its anti-war message. The discourse-comprehension analysis identified war trauma, destruction, fear, hopelessness, psychological suffering and post-war memory as the dominant themes. The serious and warning tone, the selected linguistic and paralinguistic features enable readers to experience pity, compassion, fear and pain while understanding the poet’s intention enables readers to preserve collective memory and warn future generations against the devastating effects of war. The analysis further demonstrated that discourse elements such as language clues, punctuation, interactional context and rhetorical organization work together to facilitate literary comprehension.
Unique contribution to the theory, Policy and Practice: This study contributes to literary studies by demonstrating the effectiveness of the discourse-comprehension approach as an integrated framework for interpreting poetry through linguistic, semantic, stylistic, pragmatic and communicative analysis. It provides literature teachers with a practical model for teaching poetry that promotes deeper comprehension beyond traditional paraphrasing and thematic analysis. The study also offers national curriculum designers a structured analytical framework that can strengthen poetry instruction, literary interpretation and critical thinking in literature courses by integrating discourse analysis into poetry teaching.
Masilya Daniel, M.ed Mutekulwa, Zembele wa Ololo Tembue, Bapolisi Bahuga Paulin et al.· European Journal of Linguist...· 0 citations