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- ISBN��9787513564489
- �l�δa��9787513564489 ; 978-7-5135-6448-9
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List of Figures
Chapter I Intercultural Rhetoric Revisited
1��1 Introduction
1��2 The relationship between L 1 and L2 writing
1��3 Theoretical conceptualization of intercultural rhetoric
1��4 Development and challenges of intercultural rhetoric research
1��5 Summary
Chapter 2 A Multidimensional and Ecological
Approach to Intercultural Rhetoric Studies
2�� 1 Introduction
2��2 Research focus
2��3 Research methods
2��4 Explanatory factors
2��5 Summary
Chapter 3 Situating Intercultural Rhetoric
Research Within Systemic Functional Linguistics
3�� l Introduction
3��2 Tri-stratal model of language
3��3 Metafunctions of language
3��4 Genre schools
3��5 SFL genre studies
3��6 Arguing genre from an SFL perspective
3��7 APPRAISAL theory
3��7��1 ATTITUDE system
3��7��2 ENGAGEMENT system
3��7��3 GRADUATION
3��8 Summary
Chapter 4 Contrasting English-Chinese Written
Discourse�� A Case Study
4��1 Introduction
4��2 Qi-Cheng-Zhuan-He rhetorical structure
4��3 Ba Gu Wen ��eight-legged essay��
4��4 Inductiveness ��indirectness�� vs�� deductiveness ��directness��
4��5 Critical stance and personal voice
4��6 Research gaps in English-Chinese contrastive studies
4��7 Methodology
4��7��1 Preparation of research tools
4��7��2 Piloting of research tools
4��7��3 The formal investigation
4��7��4 Chinese English-majors' English ��CEE�� and Chinese
writing
4��7��5 Good Chinese writing ��CC��
4��7��6 Good English writing ��EE��
4��7��7 Examination of Chinese and English writing manuals
4��7��8 Structure analysis of students' texts
4��7��9 Identification of thesis statement and topic sentences
4��7��10 Placement of thesis statement and topic sentences
4��7��11 Topic sentence/paragraph ratio ��T/P value��
4��7��12 Identification of introduction and conclusion
paragraphs
4��7��13 Schematic analysis
4��1��14 Identication of Qi-Cheng-Zhuan-He rhetorical
structure
4��7��15 Analyzing Engagement resources
4��7��16 Validity and reliability of Appraisal coding
4��7��17 Parsing Chinese lexical items for CEC and CC
4��7��18 Multidimensional view of comparisons
4��8 Summary
Chapter 5 Structural Analysis
5��1 Introduction
5��2 Thesis statement
5��2��1 Comparison of native-speakers' writing�� EE and CC
5��2��2 A cross-cultural comparison between EE and CEE
5��2��3 A within-language comparison between CC and CEC
5��2��4 A within-subject comparison between CEE and CEC
5��3 Topic sentences
5��3�� �� Comparison of native speakers' writing�� EE and CC
5��3��2 A cross-cultural comparison between EE and CEE
5��3��3 A within-language comparison between CC and CEC
5��3��4 A within-subject comparison between CEE and CEC
5��4 Methods of writing an introduction
5��4��1 Comparison of native-speakers' writing�� EE and CC
5��4��2 A cross-cultural comparison between EE and CEE
5��4��3 A within-language comparison between CC and CEC
5��4��4 A within-subject comparison between CEE and CEC
5��5 Methods of writing a conclusion
5��5��1 Comparison of native-speakers' writing��EE and CC
5��5��2 A cross-cultural comparison between EE and CEE
5��5��3 A within-language comparison between CC and CEC
5��5��4 A within-subject comparison between CEE and CEC
5��6 Qi-Cheng-Zhuan-He rhetorical structure
5��6��1 Qi-Cheng-Zhuan-He rhetorical structure in EE
5��6��2 Qi-Cheng-Zhuan-He rhetorical structure in CC
5��6��3 Qi-Cheng-Zhuan-He rhetorical structure in CEE
5��6��4 Qi-Cheng-Zhuan-He rhetorical structure in CEC
5��7 Summary
Chapter 6 Engagement Analysis
6��1 Introduction
6��2 Comparison of native-speakers' writing�� EE and CC
6��2��1 Monogloss and Heterogloss
6��2��2 Heterogloss subcategories
6��3 A cross-cultural comparison between EE and CEE
6��3��1 Monogloss and Heterogloss
6��3��2 Heterogloss subcategories
6��4 A within-language comparison between CC and CEC
6��4��1 Monogloss and Heterogloss
6��4��2 Heterogloss subcategories
6��5 A within-subject comparison between CEE and CEC
6��5��1 Monogloss and Heterogloss
6��5��2 Heterogloss subcategories
6��6 Summary
Chapter 7 Conclusion
7��1 Introduction
7��2 The study revisited
7��3 Summary of results
7��3��1 Structural analysis
7��3��2 Engagement analysis
7��4 Theoretical implication�� Towards a multi-dimensional and
ecological view of contrastive rhetoric
7��5 Pedagogical implications�� A two-stage genre-based writing
pedagogy
7��6 Evaluation of the research
7��6��1 Contributions of the study
7��6��2 Limitations of the study
7��7 Suggestions for future research
References
Appendices
Appendix A Potential Topics
Appendix B Writing Instructions
Appendix C Discourse-based Interview Questions ��Writing Process
Questionnaire Questions��
Appendix D English Writing Experience Questionnaire for CEE
��English Version��
Appendix E Chinese Writing Experience Questionnaire for CEC and C
Appendix F English Writing Experience Questionnaire for EE
Appendix G TEM4 Writing Rating Rubric for CEE ��NACFLT�� 2004��
Appendix H CC Rating Rubric
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