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To browse Academia. The teaching rhetorical structure of various academic genres has been recognized as a practical, pedagogical tool in both ESL and EFL academic settings. However, assigning a unitary structure for different fields of study might poses problems for novice writers.
The conclusion is that nonnative speakers require more than grammatical knowledge at the clause level. They need to be familiarized with the discourse grammar with the functional tokens attached to it in order to be successful in their academic writing. Writing a Master of Arts MA thesis is a challenging task for postgraduate students.
From this perspective, genre-centered approaches help non-natives enhance their understanding of academic and scientific texts. To achieve this goal, two groups of MA theses 30 theses each were randomly selected.
Hyland's proposed model and Chen and Kuo's framework were utilized in order to categorize the rhetorical structures in abstract and introduction sections, respectively. The findings showed that Iraqi university students included the steps of a Research hypotheses and b Outlining thesis structures in their abstracts while these rhetorical features were absent in their international counterparts.