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ptimize the presenters' performances in logical arrangement of their ideas.
Ⅱ. Literature Review
2.1 Definitions of Important terms
2.1.1 Genre
The concept of genre comes from the term "genus" which originally refers to drawing a painting about social customs and daily life (Zhang 5). However, different definitions of genre have existed during the long history of genre study so that genre is still a blurred concept. At present, modern studies on genre are divided into two prestigious schools: one is the Swalesian School, which is mainly about English for Specific Purpose (ESP) and English for Academic Purpose (EAP); the other is the Australian School, which is mainly concerned with systemic-functional linguistics (Xu 12). Swales is the representative of the Swalesian School, who defines genre as:
…a class of communicative events, the members of which share some set of communicative purposes. These purposes are recognized by the expert members of the parent discourse community and thereby constitute the rationale for the genre. This rationale shapes the schematic structure of the discourse and influences and constrains choice of content and style. (58)
　　　According to the definition given by Swales, genre is a class of communicative events, whose communicative purposes are operated to keep the scope of a genre. As Xu mentioned in his thesis paper, "the exemplar is viewed as prototypical by the parent discourse community. The names of genres are inherited and produced by discourse communities, and imported by other constitute valuable ethnographic communication, but typically need further validation" (13).
　　　As the representatives of Australian School, Martin and White define genre in a simple way as staged, goal-oriented social process realized through register. Living in a social community to participate in genres with others, people use genres to get their purposes done, which needs a few stages or steps to reach such goals (Martin & White 32-33).
2.1.2 Move
　　　Move is also called segment, which is a vital unit to describe genres. Another representative of Australian School, Hasan, uses term "element" instead of "move" in her analysis of sales transaction (Wang 15). Bhatia, Henry and Roseberry state genre as consisting of a series of segments, or "moves", each of which is attempting to fulfill a part of communicative purpose of the genre (Zhang 7). This is similar to Swales' view, which identifies the broader purpose of information though not defining it (Wang 15). Swales believes that each move must be distinctive and purposeful to achieve one communicative function and moves are able to be subdivided into "steps". "Step" is going to be further explained in 2.1.3.
2.1.3 Step
　　　Swales uses the term "step" to mean how the writer or speaker chooses to realize, or execute the move, while Bhatia uses the term "strategy" (Sheng 4). Bhatia notes that in order to achieve the purposes at the level of a move, a speaker uses a combination of rhetorical strategies, which is defined as steps by Swales to examine whether the move can be realized by a sequence of strategies in a specific order (Zhang 7). As the steps are subdivided from moves to reach specific goals in the process of communications, they are also regarded to serve move and assist speakers to ach