Contrastive Rhetoric

The paper focuses on the extent to which ESP students are able to distinguish the authors' commitment towards a claim on the continuum from uncertainty to certainty in academic writing. Relying on Hyland's extensive research in the field, we seek to explore whether hedges and boosters, being on the very ends of the mentioned continuum, represent items (in)visible to ESP students. Study participants were bachelor's and master's degree students of the Faculty of Agriculture, University of Belgrade, Serbia (N=91). They filled out the questionnaire, asking them to first assess the author's degree of commitment (certainty, probability, possibility) in 15 sentences modeled on authentic sentences from RAs, and then state the words/expressions in each sentence that led them to make such a choice. The results reveal that students in both groups are better at recognizing certainty markers than those of probability and possibility. Although master's degree students received prior instruction on the concept of hedges and boosters, there are no significant differences between the two groups in terms of achievement. Nevertheless, achievement in both groups is largely affected by the participants' level of proficiency.

While pluralized concepts such as multiliteracies, multilingualism, and translanguaging are often portrayed as cutting-edge research discourses in the West, non-Western communities have a rich history of engaging with these multidimensional forms of literacy and language use. This article recommends Reconstructive Discourse Analysis (RDA) as a decolonial research methodology to recognize and incorporate non-Western communities' perceptions of semiotically complex language and literacy practices into mainstream research discourses. The authors describe the steps involved in RDA and illustrate its application through a comparative study of recent Western discourses on translanguaging and ancient Chinese notions of interlinguality: "通九蕃语" and " 解六蕃译". This experiment highlights the contextual nature of Western theorizations about translanguaging, revealing how it is influenced by responses to modern European nation-states and their associated discriminatory social, racial, and linguistic categorizations. In contrast, the Chinese concepts prioritize multilingualism in everyday professional, social, and political interactions for mutual comprehension and the prevention of discriminatory hierarchies. The authors conclude that each concept is a response to local and time-bound discourses, and claims to universality and uniqueness of a theory can be challenged by centering similar concepts in other contexts.

This poster presents an ongoing government-funded research project (JSPS Kakenhi Grant #JP24K04103) that is adapting Auto-Peer (McCarthy, et al., 2021), an automated writing evaluation and feedback tool, for Japanese EFL classrooms. The study explores how student writing data can guide Auto-Peer’s development as a pedagogical aid for building feedback literacy and ethical AI use. Specifically, this poster reports preliminary findings showing how linguistic insights from Japanese learner writing and generative AI output reveal a path toward integrating GAI within Auto-Peer’s workflow. By leveraging systematic differences in how leading LLMs produce prose, Auto-Peer aims to generate linguistic resources that support foundational learners—recognizing GAI fluency not as an endpoint, but as a developmental milestone that can accelerate authentic writing growth and free teachers to focus more on building higher-order skills.

This poster presents an ongoing government-funded research project adapting Auto-Peer, an automated writing evaluation tool, for Japanese EFL classrooms. It highlights current progress, showing how student writing data is guiding Auto-Peer’s development as a pedagogical tool for building feedback and AI literacy. Attendees will explore
how Auto-Peer can enhance writing instruction, assessment, and student engagement with generative AI tools ethically and effectively while discussing the opportunities and challenges of AI integration in EFL classrooms.

This study investigated the lexico-semantic use of modal verbs in selected editorial articles to understand how these linguistic elements contribute to argumentation and the expression of writer stance. Guided by Halliday's (1961) Systemic Functional Linguistics, particularly the interpersonal metafunction, a qualitative textual analysis was conducted on four editorials published in March 2025 by the Philippine Daily Inquirer, The Manila Times, The Washington Post, and the Brookings Institution. Editorials were selected because they reflect the institutional voice of each publication, offering authoritative perspectives on the International Criminal Court (ICC) arrest warrant against former President Rodrigo Duterte. The analysis identified 27 modal verbs and expressions, which were classified based on their lexical meaning and semantic function. Results indicated that modals such as will, should, and can, were prominently used to signal prediction, moral guidance, and capacity, whereas might, could, and would, were deployed to convey cautious speculation and hypothetical scenarios. Less frequent modals, including shall, need to, and has to, emphasized formal obligation or commitment. Overall, the findings showed that modal verbs functioned as key linguistic resources in editorial discourse, shaping argumentation, stance, and meaningmaking in texts.

This paper reports on an exploratory analysis of some questions left unaddressed in a previous study (Wang, 2024). The questions attempted to discover whether the participants, tertiary Japanese EFL learners, thought of their own Japanese society as bilingual/multilingual. This was done first by asking why the participants thought what they did regarding their own bilinguality, and next by asking whether participants knew bilingual/multilingual individuals in Japanese society, and whether they could name these Japanese individuals as role models for bilingualism/multilingualism. The findings suggest that: a) participants had similar reasons across three years for their self-perceptions as non-bilinguals; b) participants did not find Japanese society to be linguistically rich, since many of them did not know or could not feel the presence of bilingual/multilingual Japanese individuals; and thus c) there would be little possibility of seeing these individuals as role models for themselves.

This study aimed to investigate how expert writers achieve textuality in 740 research articles (RAs) in Applied Linguistics. The study first examined the writers' currently-used links between ideas across paragraphs in the introductory sections of 240 research articles. Then, in the second phase, 500 RAs over three decades were compiled to trace the emergent trends of global cohesion in RA introductions. Content analysis explored patterns of cohesive devices and the extent to which professional RA authors create textuality. Results of the first phase demonstrated that cohesion across paragraphs was achieved through both single and multi-unit constructions, along with explicit and implicit ties. Subsequent to Repetition as the single dominant explicit device, over 30 percent of cohesion was established through the use of phrasal patterns. Moreover, the study revealed an increase in the use of implicit devices over the three decades. While adapting and refining cohesion framework, this study offers pedagogical implications for early-career academic writers and writing instructors.

This study investigates the struggles of Grade 11 students with formality in academic argumentative essay writing in English language classrooms. It also explores the salient difficulties teachers observed in their students' writings and how they correct them. This study adopted the action research design and was conducted in a private school in Lebanon. A total of 24 students and three EFL teachers participated in the study. Data were collected across pre, mid, and posttest essays through the implementation of the Metalinguistic Strategy and Feedback Cycle over a period of eight weeks in addition to semi-structured interviews with teachers. Students' essays were evaluated using an analytic rubric adapted from Pablo and Lasaten (2018) focusing on ten informality markers. Thematic analysis was used to interpret teachers' interviews. Findings revealed substantial reductions in various markers of informality in students' argumentative essays: first-person pronouns (74 to 20 instances), second-person pronouns (44 to 16 instances), and contractions (55 to 4 instances). Frequencies of lexical informality and sentence structure issues were halved by the end of the post-test. Subtler indicators of informality like vague pronoun referencing remained largely unchanged. The class's mean holistic score increased from 28.6 in the pre-test to 35.6 in the post-test. The interviews with the teachers revealed that overreliance on conversational tone, grammatical and syntactic weaknesses, and limited sophistications were amongst students' major obstacles. Teachers also described time constraints and curriculum priorities as systematic barriers and suggested some practical solutions to improve students' writing skill

This study compares and contrasts the usage of /and/ and /aur/ within the framework of the Contrastive  Analysis  Hypothesis  (CAH).  Data  on  Urdu  conjunctions  appearing  in  various structures  were  obtained  froman  unpublished  research  paper  on  Conversation  Analysis, while  data  on  English  conjunctions  were  obtained  from  several  past  studies.  Hundred Graduating students (twenty five from each institution) from five different Higher Education Institutions  of  Kotli AJ&K  (Pakistan)  were  provided  with  audio  conversations  in  Urdu  and asked to translate them into English (the target language). The written translations of the data were  analyzed  inorder  to  check  the  influence  of  L1  (Urdu)  on  the  use  of  coordinating conjunctions of L2 (English). The findings divulge that the conjunction /aur/ poses hitches for Urdu  speakers  when  translating  L1  structures  into  L2,  specifically  in  how  the  conjunction /aur/is used in normal conversation. The study employs three possibilities of emergence in the  comparative  study  of  English  and  Urdu:  no  difference  between the  L1  coordinating conjunction/aur/and its L2 counterpart "and," no similarity between the two, and a structurepresent in L1 but absent in L2. This study may assist Englishteachers and learners who have to deal with the transfer of Urdu L1 structures to L2 (English).KEYWORDSContrastive  Analysis  Hypothesis,  English,  Conjunctions,  L1  Transfer,  Target Language,  Urdu

Distributed uThis is the abstract of my research: This research investigates the extent to which M.A. thesis introductions in Applied Linguistics written by postgraduate students in the Kurdistan Region of Iraq (KRG) adhere to Swales's (1990) CARS (Create a Research Space) model for conventionalizing research introductions. The CARS model is well-known and often cited in research on academic writing. However, its application in the Kurdish context has remained under-researched in the context of individual language-based rhetorical practices, which are a combination of local academic practice and international practices.
The study employed a mixed-methods design in analyzing the introductory chapters of 15 M.A. theses from three universities in the KRG —Sulaimani, Salahaddin, and Duhok. The thesis introductions were analyzed using Swales’ three moves—Establishing a Territory, Establishing a Niche, and Occupying the Niche—and their respective steps.
The data indicate that students used all three moves, but they did so inconsistently. In Move 1, students accomplished the establishment of their topic's importance reasonably well. However, often with limited or uneven reviews of prior research. The most common strategy in Move 2 was to identify the gap in the literature for their study; however, very few adopted higher order strategies like counter-claiming arguments or continuing a tradition. Move 3 was the most consistently accomplished move, with students explicitly stating the purpose of the study, research questions, and named the structure of the thesis.
In conclusion, the study shows that Kurdish postgraduate students predominantly operate in line with the CARS model in composing introductions to theses. However, their use of some steps clearly denotes vestiges of local scholarly practice with regard to aspects of research writing conventions that differ internationally, and differences related to their degree of awareness of international research writing importance.nder the terms and conditions of the License 4.0 (CC BY-NC-ND 4.

This paper discusses discussion text and exposition text as important text genres in English learning. It explains their definitions, purposes, generic structures, and language features. The paper also emphasizes the use of these texts in reading activities related to local culture, tolerance, and anti-radicalism. Through a descriptive approach, the study shows that discussion and exposition texts help students develop reading comprehension, critical thinking, and positive social values. These text genres play an important role in integrating language learning with character education.

This chapter provides an overview of the philosophy of argument. It describes the conceptual and systematic aspects of logic, dialectic, and rhetoric, and illustrates how the insights developed within these classical disciplines are reflected in approaches within the present-day field of argumentation theory. The overview starts, in § 31.2, with a general introduction into the philosophy of argument, elucidating its research questions and the characteristics of the main perspectives from which these questions are answered. Then, § 31.3 discusses how philosophers of argument conceptualize argumentative discourse at large. The section first focuses on dialectical taxonomies of dialogue types and communicative practices in which
argumentation plays a central role. Subsequently, it presents the classical rhetorical theory of genres of speech. The chapter continues, in § 31.4, with an exposition of the various ways in which the three perspectives conceptualize and categorize individual arguments. In particular, it describes logical classifications of inferences, dialectical taxonomies of argument schemes and fallacies, and the classical rhetorical theory about the means of persuasion. § 31.5, the final section of this chapter, outlines recent developments in the philosophy of argument. They concern proposals for extending the scope of the definition of argument, the rapidly growing research area of computational argumentation, and responses to societal problems related to the tension between truth and persuasion. The chapter is concluded with a short reflection on “digital argumentation” as the future shape of the philosophy of argument.

Higher Education has become increasingly diverse, and this is especially true in South Africa where universities have adapted to allow for more equitable access. To facilitate student success in this changing environment, South African Higher Education institutions have put several strategies in place, among which foundational programmes. These programmes are targeted towards students who can stand to benefit from a more thorough introduction to the academic practices of universities. At Stellenbosch University, such foundational programmes are called Extended Degree Programmes (EDP), and they usually extend degrees by a year. Research is increasingly being done on foundational programmes to determine pedagogical best practices and continually improve the nature of such courses; however, 'voice' as a contributor to academic writing success among such foundational programme students has rarely been investigated. This study thus undertook to investigate said voice among a group of EDP students at Stellenbosch University, by analysing their use of metadiscourse markers. Hyland and Tse's ( ) model for metadiscourse markers was utilised for these analyses, since this model expressly approaches metadiscourse from an interpersonal standpoint. In other words, this model considers metadiscourse to be a resource used by students to make their presence felt within their writing, thus using it to craft their voices. Essays from a first-year EDP class in the Arts and Social Sciences faculty were analysed, of which some had been written at the start of the students' academic career, and the remaining written after 5 months of instruction. The research participants were from varied backgrounds, more than half of them being second-language (L2) students; as such their sociolinguistic contexts were considered a valuable resource, both to the students in question and for this research. First and second-language students' (L1 and L2) uses of metadiscourse were compared with each other and measured over time. It was found that L1 and L2 students do approach academic writing with different resources, and that after five months of instruction they still show some differences, particularly in how they build coherence and self-reference into their essays. However, both L1 and L2 students tended to apply more standardised academic norms in their essays after some exposure to academic writing, particularly incorporating frame markers and evidentials. Nonetheless, from these students' often irregular use of metadiscourse is was clear that they had yet to perfect an authoritative academic voice for themselves. Stellenbosch University Taryn Bernard, who encouraged me, shared their expertise, and showed tremendous patience. You have made my study what it is, and have made me a better student in the process. My colleagues at the Interpreting Service and wider Language Centre: Thank you for fanning the flames of my interest in this topic, for picking up the slack when I disappeared to finish my thesis, and for encouraging me throughout. An especial thank you to my marketing teammates

Contrastive rhetoric is the field that studies how language and writing styles differ between cultures and how these differences affect second language learning. The article attempted to critically synthesize the existing literature on contrastive rhetoric and its implications for intercultural second language learning. As a branch of comparative linguistics, contrastive rhetoric involves the structured study of a combination of languages in order to solve the problems that learners face in transferring rhetorical patterns from a first language to a second language, thereby identifying their structural differences and similarities. However, the question of whether a learner's first language influences foreign language learning or not has remained a mystery to many second language acquisition scholars and researchers for many years. The article uses a systematic review approach methodology to discuss the origins and development of contrastive analysis, its theoretical foundations and assumptions, its applications and benefits to learning second languages and other fields, and the theory of contrastive analysis. The research shows that although contrastive rhetoric has been widely criticized for being overly simplistic and narrow, it has evolved to include interdisciplinary perspectives and approaches that serve to address linguistic diversity and inclusivity. The research shows that contrastive rhetoric is not only a starting point for educators but also a tool for addressing the rhetorical challenges that students face when transferring rhetorical patterns from their native languages.

Lexical bundles are multi-word frequently or repeatedly used in legal writing. These are the units or building blocks of the language in formal text intended to communicate ideas effectively and efficiently. These multi-words contribute in legal conversation and discourse to maintain flow, cohesion, and coherence in legal texts, especially court judgments. Therefore, the present research study explores the use of lexical bundles along with their discourse functions in court judgments. A specialized corpus of the court judgments was built to study the lexical bundles, including their functions, using AntConc software 4.3.1. The study employed Biber et al.'s (2004) functional taxonomies of lexical bundles for the identification and categorization of lexical bundles. After identifying the lexical bundles, they were categorized according to their discourse functions. The present study analyzed the top 100 lexical bundles obtained through the corpus of court judgments. The study found that referential expressions were frequently used in functional categories compared to stance expressions and discourse organizers. The findings of this research study highlight the significance of the lexical bundles used in legal discourse to create stance, coherence, and cohesion in court judgment.

Have you ever wondered why some messages stay with you long after you hear them, while others disappear instantly? Whether it is a political speech, a commercial, or a friend trying to change your mind, effective persuasion is built on a few timeless techniques. Let us explore how logic and reasoning help us persuade others and how we convince people that something is right or wrong, good or bad. The Greek philosopher Aristotle was the first to describe three key methods of persuasion: ethos, pathos, and logos. Effective persuasive writing usually combines all three.

In the field of contrastive rhetoric, many studies have been done on rhetorical organisation of native English speakers with patterns of other languages. Although there are numerous published contrastive rhetoric studies comparing native English speakers to speakers of other languages, research on the rhetorical pattern of native Malay-speaking students, or Malay ESL students, writing in English has received limited attention from investigators. Thus, it is the aim of this paper to investigate the discourse organisation employed by native Malay ESL students in their English argumentative essays. The essays were analysed based on the location of the thesis statement. Results indicate that the most frequently employed pattern was inductive followed by the deductive. A number of participants were also interviewed to gain insight on the motivations for the rhetorical decisions. Some pedagogical implications which arise from the findings are also discussed.

My original intention is to prove that pragmatics is a ‘hybrid’ innovation. It grew out of three distinct branches of knowledge:  rhetoric, semiotics and functional linguistics. My assumption draws on three simple observations: (i) many rhetorical concepts, like topoi, inference and argumentation, are pragmatically tackled, (ii) many works document a palpable influence of Aristotelian rhetoric in pragmatic researches (Tyteca P Anscombre, 1995; Ducrot &Anscombre, 1997),and (iii) other works, always, put pragmatics at the cross of disciplines ( Eemeren et al, 1986). The article provides a panoramic survey of pragmatics. Its main issue is to contribute to the understanding of the interface between pragmatics and surrounding disciplines, mainly rhetoric, functional linguistics and semiotics.

traversing the "boundaries of the soul," and so on. Other voices awaken, embolden, and revitalize melting and boiling pot culture, provide journeymen-and-women writers, heretofore inured to a traditional canon, with a panoply of past and millennial divergent, but always fervent, views. Concomitantly, the logistics of basic writing has altered significantly, from silent inclass workbook diligence, and stand-and-deliver recitations, to proactive, engaging peer grouping, editing, critiquing, valuing, increased individual and small group communal responsibility for work ethics and

This chapter first presents a critical historical overview of contrastive rhetoric (CR) as a research area that rose within the second language writing field. CR is described as a field that maintains each language has unique rhetorical conventions, tries to identify these unique cultural conventions through cross-cultural textual studies, and explains the L2 writing difficulties by referring to transfer from the first language (Connor, 1996, p. 5). However, later, CR was envisioned as an interdisciplinary field drawing on theories and research methods from second language acquisition, composition and rhetoric, anthropology, translation studies, linguistic discourse analysis, and genre analysis (Connor, 1996; 2004). Due to the harsh criticisms, contrastive rhetoric has been recently renamed as "Intercultural Rhetoric" and broadly rede ned. Intercultural Rhetoric allows a broader vision of the eld, which embraces not only the cross-cultural studies, including the traditional text, genre, and corpus analysis studies but also "the studies of interactions in intercultural settings," "the analysis of accommodations made by second-language writers," and the ethnographic approaches that examine language in interactions, dynamic de nitions of culture and the role of the cultural contexts in the shaping of texts (Connor, 2004a, 2004b). The chapter discusses the challenges and criticisms original contrastive rhetoric research faced and offers new research opportunities within the intercultural rhetoric concept by considering the inherent difficulties in cross-cultural rhetorical studies.

is chapter presents a brief historical overview of comparative research into the field of applied linguistics, along with the theoretical grounds behind these studies and their implications for second-or foreign-language teaching. The chapter starts with contrastive linguistics studies, which focus on micro-analyses of language, such as early descriptive syntactic, lexical, and phonological investigations across different languages. e review begins with the seminal work of Lado (1957), who suggested that every language had its own specific structure, and similarities between L1 and L2 make it easier to learn L2 while differences make it more difficult. Lado is the pioneer of this area as he led a new trend and constructed a theoretical base for contrastive studies; with his contrastive analysis hypothesis. Based on Lado's suggestions, error analysis and contrastive analysis research, which systematically contrasts first-language systems with second-language errors and claims that the main problem in second-language acquisition is the interference of the first language into the second language, are reviewed. Although later these studies were seriously found limited, error analysis and contrastive analysis indicated possible problem areas to predict and prevent the negative transfer from the rst language. In the second half of the chapter, cross-cultural studies with more discourse-level approaches and macro-analyses of texts are presented. Then, starting with Kaplan (1966) and Connor (1996), contrastive rhetoric research and past and present cross-cultural corpus linguistics research are presented. The Sapir-Whorf hypothesis of linguistic relativity with reference to its indications for contrastive rhetoric research and how contrastive rhetoric has evolved to a more interdisciplinary area are discussed. e earlier studies, focusing on text linguistics, and more recent studies, including genres, discourse types, and pragmatics of language, are reviewed with a critical discussion of the developments in this line of studies. The relationship among the social context, culture, and language, primarily written discourse, which is the basis for crosslinguistic studies, and the results of cross-cultural studies in various world languages are presented. The current challenges in carrying out crosslinguistic and cross-cultural comparative studies, methodological drawbacks, complexities of conducting comparative international research, and possible ways to overcome these difficulties are also discussed. Finally, suggestions for further research and pedagogical implications for second-or foreign-language classes are offered.

Over the stretch of years, the Philippines has been facing numerous medical problems since the public outcry against a ‘dengue’ vaccine. As a result, parents refused their children from having an anti-measles vaccine which created a medical outbreak in the country. Product warnings are found to be in their optimal position in safeguarding the life of consumerpatients. This paper anatomizes the lexical features of medicine product warnings in the Philippines which are crucial in the response discourses. A range of linguistic frameworks were applied and significant findings were drawn. Lapses on the use of noun abstractness, synthetic personalization, field continuum, adjectives, and adverbs were identified. Such an investigation brought up the transparency of communicative features of medicine safety texts. In the end, linguistic components create a vital impact on the legal content adequacy of medicine product warnings, unfolding the vitalities of these messages in facilitating info...

As societies grow more culturally diverse and globally interconnected, schools become the frontline of integration. In education systems worldwide, particularly in liberal democracies, educators face mounting pressure to make their teaching culturally responsive. This means designing instruction that respects and adapts to the diverse cultural backgrounds of their students. Yet, around the world, different societies approach this question through very different cultural lenses. What seems like equity in one culture may seem like favoritism in another. What is considered good teaching in one classroom may be perceived as confusing or disrespectful in another. Drawing on the Seven Mental Images framework, this essay explores how cultural responsiveness is interpreted and implemented across educational systems intercultural sensitivity

In this article we develop an approach to coincidences as discursive activities. To illustrate the range of empirical questions that can be explored in the analysis of coincidence accounts, we examine one single written account, which was submitted to a website of a research project to investigate the statistical dimensions of coincidence experiences. Our analysis is broadly ethnomethodological in that we examine this single case to identify how structural and narrative components work to constitute the recognizably coincidental quality of the events so described. The analysis identifies a mirror structure that resembles chiasmus, a figurative device found in classical texts. The analysis also describes how the account is designed to address inferential matters related to the site to which it was submitted. In the discussion we reflect on the implications of this approach for other approaches to coincidence.

This study focused on the analysis of the writing performance and difficulties of Indigenous Junior High School students for the school year 2024-2025. The results of this study were utilized as a basis for the development of an enhancement module on English writing for Indigenous Students. The study utilized a mixedmethods and descriptive design, involving 150 Grade 10 Indigenous students and 15 English teachers from IPEd schools in Zambales. Quantitative data on writing performance was gathered using the Writing Assessment Measure (WAM) and analyzed with descriptive statistics. Qualitative data on teaching challenges and strategies was collected through semi-structured interviews and analyzed thematically. Results revealed that Indigenous students has a "Poor" performance across content, organization, grammar, vocabulary, and mechanics, with significant challenges in content development and organization. While the interview with the teachers identified four key challenges: limited English proficiency, cultural and linguistic influence, cognitive and comprehension struggles, and expression and communication barriers. Teachers utilized strategies such as basic literacy skill development, bilingual approaches, culturally responsive teaching, and structured writing activities. Indigenous students demonstrated consistently "Poor" writing skills, indicating systemic issues related to language proficiency and cultural factors. They faced multifaceted challenges in content development, organization, and mechanics. A holistic approach is necessary, integrating culturally responsive teaching and bilingual support. Effective teaching strategies and a specialized writing module were found to be crucial for improving students' writing abilities. To enhance the writing skills of Indigenous students, it is recommended to implement comprehensive, long-term early literacy programs with tailored interventions and increased resources, develop curriculum materials that explicitly teach writing strategies and provide targeted grammar and mechanics instruction, mandate professional development for culturally responsive teaching and establish bilingual education programs, support teachers in disseminating effective teaching strategies, and implement, evaluate, and expand the specialized writing module, integrating it into the curriculum and creating digital versions.

Аннотация. L’article analyse les différences fondamentales entre l'adéquation (ou équivalence) linguistique de la traduction (répandue dans son enseignement) et textuelle dominant dans tous les types de traduction professionnelle. Il est prouvé que les traductions de la même phrase en dehors du texte (cf. exercices de traduction) et dans le texte diffèrent presque jamais. Ce fait a une importance significative non seulement pour la pratique de la traduction éducative, les méthodes d'évaluation de la qualité de la traduction dans l'environnement éducatif, mais surtout et avant tout, pour les principes et les méthodes de recherche linguistique contrastée. En particulier, il est montré que le matériel des sources littéraires et de leurs traductions en russe ne convient pas très bien pour identifier les caractéristiques comparatives du vocabulaire et de la grammaire des langues, car la traduction textuelle transforme fortement la structure lexico-grammaticale du texte de départ (TD). La linguistique contrastée devrait recourir au  matériel littéraire pour justifier ses conclusions intersystèmiques avec une extrême prudence.
La traduction des phrases hors contexte et la traduction d'un texte composé des mêmes phrases représentent deux types spécifiques d'activité traductrice visant à résoudre des tâches très différentes. Dans le premier cas, nous travaillons par excellence avec les significations lexicales et grammaticales des unités linguistiques de la phrase. Dans le second, nous avons affaire au sens du texte achevée, la personne de l’auteur et son esthétique stylistique. Dans le premier cas, il ne nous viendra jamais à l’esprit le désir de remplacer la phrase narrative par une phrase interrogative ou exclamative. Il n’y a aucune raison de le faire hors de texte. Dans le second cas, de telles substitutions (le terme transformations ne convient guère dans ce cas-là) sont assez fréquentes, et la probabilité de remplacement augmente à mesure que nous passons des types de texte rhétorique neutres (informatifs, scientifiques, commerciaux) aux types de texte rhétorique marqués (belles lettres, par exemple).
Ces deux types de traduction entretiennent un rapport très différent avec les soi-disant «difficultés» de traduction, populaires dans les manuels scolaires. Dans le premier cas, ils sont classés selon leurs caractéristiques grammaticales ou leur asymmetrie lexicale donnant parfois lieu aux lacunes. Dans le second, elles sont toutes de nature stylistique ou esthétique, toutes n’existent que dans un texte achevée et non par elles-mêmes, et varient d’une œuvre à l’autre, d’un auteur à l’autre.

Writing master's theses presents a significant challenge for novice academic authors, who must not only produce texts that accurately reflect their research but also engage effectively with readers to gain acceptance within the academic community. In this context, metadiscourse plays a crucial role in crafting persuasive and compelling texts. This study aims to explore how metadiscourse elements have been employed in Turkish MA thesis conclusions over time. To achieve this, 80 conclusion sections from Turkish master's theses in the social sciences and humanities, published in 2004 and 2019, were analyzed using Hyland's (2005) Interpersonal Model of Metadiscourse. Both frequency analysis and Log-likelihood statistics were used to assess the data. The findings revealed that while the distribution patterns of metadiscourse categories remained consistent over the years, there was a significant increase in the frequency of these markers in 2019. This stability in distribution patterns can be attributed to the interpretative and interpersonal nature inherent in the social sciences and humanities, as well as the educational role of thesis conclusions. The substantial rise in the use of metadiscourse markers reflects the evolving nature of academic writing, indicating a growing recognition of the importance of metadiscourse within academic communities. This increase underscores the shift towards more persuasive and reader-friendly academic texts, demonstrating a heightened awareness of metadiscourse's role in improving text effectiveness and clarity. * This paper is part of a PhD dissertation written by Ruhan Güçlü and supervised by Prof.Dr.Işıl Özyıldırım. You can find the PhD dissertation at https://acikbilim.yok.gov.tr/handle/20.500.12812/742364 For the the whole list of interactive and interactional items that appeared in the corpus of this study, you can look at Appendix 2 at the end of the PhD dissertation. Bu makale, Prof. Dr. Işıl Özyıldırım danışmanlığında Ruhan Güçlü tarafından yazılmış olan doktora tezinin bir parçasıdır. Doktora tezine, https://acikbilim.yok.gov.tr/handle/20.500.12812/742364 adresinden ulaşabilirsiniz. Bu çalışmada yer alan tüm bilgi odaklı ve alıcı odaklı etkileşimli üstsöylem ögelerinin tam listesini doktora tezinin Ek 2'sinde bulabilirsiniz.

To gain international recognition, reach a wider audience and compete with members of the international scientific community, Tunisian medical professionals must have the knowledge of how to write research articles (RAs) in English. This article, thus, ties with other contrastive rhetoric studies and attempts to detect and compare the macro/micro-rhetorical features employed in sixty RA introductions published in a local journal "La Tunisie Médiacle" (Tunis Med) and a foreign journal "the Journal of the American Medical Association" (JAMA). Create a Research Space (CARS) model, developed by John Swales in 1990 and revised in 2004, was used to determine the rhetorical patterns of the sample introductions. According to Swales' model, a RA introduction has to include three basic moves: "Move 1: Establishing a territory", "Move 2: Establishing a niche" and "Move 3: Presenting the present work". The findings revealed that, at the level of Moves 1 and 3, the introductions in both groups supported the general framework of writing RA introductions presented in Swales' model. The two moves were present in almost all the introductions in both groups. However, the RA introductions published in Tunis Med were found to be less consistent with the model at the level of Move 2. This move was absent from approximately half of the RA introductions published in Tunis Med. Therefore, Tunisian researchers in the medical field can use the model to ameliorate the quality of their RA introductions if they seek to publish their RAs in prestigious journals. The study findings have implications on the Tunisian medical researchers, RAs evaluation, and EFL/ESP teaching.

This study investigates the persuasive strategies employed by Jordanian interlocutors within an academic setting, utilizing Aristotle's rhetorical triangle-ethos (credibility), logos (logic), and pathos (emotion)-as a framework for analysis. Data was collected through observation and memo-writing, allowing in-situ analysis of naturally occurring interactions between students and professors. The study reveals that distinct preferences emerge when students and professors employ all three rhetorical appeals. Professors tend to favor logos-driven strategies, emphasizing logical reasoning and evidence-based arguments. Students, conversely, lean towards pathos-driven approaches, appealing to emotions and shared experiences to achieve their persuasive goals. Furthermore, this research incorporates a translation studies perspective, recognizing that academic discourse in Jordan often involves navigating multiple languages and cultural contexts. This highlights how language can become a persuasion tool, adding complexity to the interplay of rhetorical strategies and cross-cultural communication. This study contributes to a deeper understanding of how cultural context shapes persuasive communication within academic settings, while also offering insights into the dynamics of rhetoric and translation in multilingual environments. Future research could explore the specific linguistic strategies employed within each rhetorical appeal and further investigate the interplay between cultural background and the interpretation of persuasive language. This research has pedagogical implications for enhancing communication skills in academic settings, particularly in multilingual and cross-cultural contexts.

By using the concept of ethos, pathos, and logos, teacher builds up students' knowledge of credibility, empathy, and logic in academic writing. • Students will be able to understand the concept of hedging by giving them examples from ethos, logos, and pathos. • Students will be be aware of how hedging is used in conversations.