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yer (1990) argues thatthe abstract tends to be the first part of a journal article to be read, as it captures theessence of the whole article. Martín-Martín(2002) also argues that very few journalswould not require an abstract to be submitted with the main research article.While research article and its abstract are written by the same author andintended for the same readership, abstracts have been considered as an independentdiscourse (Van Dijk, 1980). There are many researchers who emphasize summarizingpurpose of abstracts. For example, according to Bhatia (1993:78), the purpose of anabstract is considered as a description or factual summary of the much longer report,and is meant to give the reader an exact and concise knowledge of the full article.

Chapter Three Theoretical Framework......... 26-34
    3.1 Introduction .........26
    3.2 Key Principles of Metadiscourse .........26-30
    3.3 Hyland‘s Interpersonal Model ......... 30-33
    3.4 Summary.........33-34
Chapter Four Research Methodology......... 34-37
    4.1 Introduction .........34
................................
    4.4 Procedures of Data Analysis......... 35
    4.5 Summary .........35-37
Chapter Five Findings and Discussion......... 37-56
    5.1 Introduction .........37
    5.2 Overall Distribution of Metadiscourse Resources.........37-38
    5.3 Interactive Metadiscourse......... 38-45
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        5.3.4 Evidentials .........43-44
        5.3.5 Endophoric Markers......... 44-45
    5.4 Interactional Metadiscourse.........45-52
    5.5 Discussion......... 52-55
5.6 Summary .........55-56

Conclusion

metadiscourse resources (especially interpersonal resources) should betaught in our classroom to make students familiar with the role of metadiscourse inthe interaction between the writer and the reader. Students need to be made aware thatuse of metadiscourse depends on the communicative situation in which the researcheris involved. Besides, students also need to know linguistic preferences of eachmetadiscourse resource in order to prepare RA abstracts for publication in journals，it is a teaching priority to help students to learn where certainmetadiscourse devices should be used and how metadiscourse devices are realizedaccording to linguistic preferences of each metadiscourse resource in RA abstracts. Asdiscussed in Chapter Five, for example, students should learn to employ contrastivetransitions to mitigate critisim when introducing a gap, as it is not enough for studentsto be given only general advice such as ―use contrastive transitions but, although orthough. a good understanding of the interactive and interactional patterns of RAabstracts is of great help to students as it can increase students‘ awareness to organizeinformation in a coherent and convincing way and to care more about how readersrespond to their writing.

References
1Bhatia, V. (1993). Analyzing Genre: Language Use www.51lunwen.org/languagethesis/ in Professional Settings. London:Longman.
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