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abstracts  from  different  viewpoints  and  have  made  great  contributions  to  the  theoretical  and empirical study of abstracts, offering inspirations for the present study.  An  abstract  in  academic  writing  is  a  designated  communicative  event;  therefore,  it  has particular  purpose  of  communication  and  special  communicative  objects.  An  abstract  has specific genre characteristics in discourse structure, discursive style and social functions. Brenton?s  (1996)  study  of  abstracts  of  the  Conference  on  College  Composition  and Communication  has  made  great  contribution  to  classifying  a  list  of  features  that  can discursively make clear community status. Hyland (2000) also seek to find certain features of an abstract, which, to some degree, might be useful in advancing the writer?s purpose through foregrounding  their  main  claims,  demonstrating  the  values  of  claims  or  by  presenting themselves  as  competent  community  members.  He  divides  abstracts  into  a  series  of  moves which represent the realization of a specific overall communicative purpose.  Previous  analyses  of  abstracts  have  classified  a  rhetorical  macrostructure  in  accordance with  the  organization  of  the  article  itself:  Introduction  -  Methods  -  Results  -Conclusion (Bhatia,  1993;  Brenton,  1996).  This  schema  offers  us  a  relatively  robust  categorization  for cross-disciplinary comparison. Based on this, Hyland (2000) has made some development of the schema and has distinguished the writer?s purpose from the introduction, in which it is often  located.  In  other  words,  Hyland  treats  the  writer?s  purpose  as  a  separate  move, paralleling  to  the  rest  moves,  as  it  seems  to  play  a  different  role  to  the  introduction representative function of offering a justifiable context for the research (see Table 1-1).  
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Chapter Three Analytical Framework ........... 12 
3.1 Introduction ............. 12 
3.2 Bhatia?s multi-perspective model of discourse analysis ...... 12 
3.3 Hyland?s interaction model in academic discourse ............. 15 
3.4 The analytical framework for the present study ........ 18
3.5 Summary ........ 19
Chapter Four Data Analysis and Discussion ........... 20 
4.1 Introduction ............. 20 
4.2 Overall patterns of stance and engagement markers in abstracts ............ 20 
4.3 Comparative analysis of stance markers ......... 24 
4.4 Comparative analysis of engagement markers .......... 45 
4.5 Cross-cultural analysis ....... 60 
4.6 Summary ........ 65 
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