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Chapter II Literature Review

2.1 Genre and Genre Analysis
Derived from the Latin word genus meaning “kind”, “sort”, or “type”, theconcept of genre can be traced back to the classification system created by Plato andAristotle to divide literary materials such as novels, poetry and literacy essays inAncient Greece (Devitt 2004:21). For quite a long time, linguistics as a group hasbeen partial in the attention they have given to the term genre. Levinson (1979, ascited in Swales 1990: 38) ascribed this phenomenon to traditional tendencies oflinguistics to deal with aspects of language below the sentence level and partly to areluctance to employ a “term of art” so closely associated with literary studies.It is not until the 1950s that genre was introduced into non-literacy area byRussian scholar Mikhail Bahktin. Bakhtin rejects Saussure's distinctionbetween langue and parole, focusing rather on the utterance as the proper object oflinguistic study. Utterance, as Bakhtin (1986: 68) holds, is ‘how language is realizedby participants in the various areas of human activity’. These utterances reflect thespecific conditions and goals of each such area through three characteristics, namelycontent, linguistic style and compositional structure.
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2.2 ESP Approach to Genre Analysis

2.2.1 Move Analysis
A ‘move’, according toSwales (2004:228), is ‘a discoursal or rhetorical unit that performs a coherent orcommunicative function in a written or spoken discourse’. Though it has sometimesbeen aligned with a grammatical unit such as a sentence, utterance, or paragraph, itshould rather been considered as flexible in terms of its linguistic realization, whichrange from a clause to several sentences. It is a functional rather than a formal unit. A‘step’ is a lower level unit than the move, and can be thought of as a collection ofnon-discriminating options within the allowable contributions available to an authorfor creative or innovative genre construction (Bhatia 1993:32).Swales posited a four-move structure for a typical article introduction in hisearlier work and then modified it into a three-move CARS (creating a research space)model (1990).
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Chapter III Methodology .........26
3.1 Corpus ....26
3.2 Procedures ....27
Chapter IV Results and Discussion......30
4.1 General Features of Acknowledgements......30
4.2 Generic Structure of Acknowledgements ....32
4.2.1 Move 1—Reflecting Move........34
4.2.2 Move 2—Thanking Move .........36
4.2.3 Move 3—Announcing Move.....48
4.2.4 A Summary of Findings on Generic Features .........50
4.3 Linguistics Features........51
4.3.1 Categories and Arrangements of Addressees ....52
4.3.2 Patterns of Gratitude Expressions....55
4.3.3 A Summary of Findings on Linguistic Features......60
Chapter V Conclusion........61
5.1 Major Findings .........61
5.2 Pedagogical Implications .....63
5.3 Limitations and Suggestions for Furture Study........64

Chapter IV Results and Discussion

4.1 General Features of Acknowledgements
At the top of the ‘academic genre ladder’ (Swales & Feak, 2000:15), thedissertation is the most significant piece of writing that most students ever do.Completing a dissertation 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。