Postgraduate pedagogy

Studies have revealed differences and similarities in the generic structure and the linguistic encoding of gratitude in dissertation acknowledgements (DAs) in different socio-cultural settings. Whereas some studies have highlighted the role of disciplinarity, not all disciplines have been given equal attention. This study explores disciplinarity in the rhetoric of the acknowledgement section of Master's degree dissertations in three sub-disciplines of Education, namely, Guidance and Counselling, Educational Administration and Management, and Science and Mathematics Education. The study adapts Hyland's (2004) model of rhetorical analysis to examine 20 DAs form each of the three sub-disciplines. The findings show a linear three-move-structure, consisting of an initial optional reflecting move, an obligatory thanking move, and an optional concluding move, across the three sub-disciplines. Second, there are some differences in the frequency of occurrence of moves and steps acros...

Following the work of Hyland (2003, 2004), several studies have investigated the structural, linguistic, and socio-cultural features of dissertation acknowledgements (DAs). This research explores the interface between identity construction and the linguistic features of a Master’s DA, written by a student of Literary Studies, using a two-pronged analytical framework. Three key findings emerged from the analysis. First, the paper observed a two-move generic structure adopted in the text under study. The paper also demonstrates that the writer of the acknowledgement systematically varies linguistic choices at the lexical, grammatical, and discoursal levels, in order to construct varying and different identities. The third point concerns the hybridization of the DA in terms of the incorporation of formal and informal linguistic elements. Based on these findings, it can be said that the paper has implications for the identity theory, academic (thesis) writing, and further research on DA.

Following the work of Hyland (2003, 2004), several studies have investigated the structural,linguistic, and socio-cultural features of dissertation acknowledgements (DAs). This research explores the interface between identity construction and the linguistic features of a Master’s DA, written by a student of Literary Studies, using a two-pronged analytical framework. Three key
findings emerged from the analysis. First, the paper observed a two-move generic structure adopted in the text under study. The paper also demonstrates that the writer of the acknowledgement systematically varies linguistic choices at the lexical, grammatical, and discoursal levels, in order to construct varying and different identities. The third point concerns the hybridization of the DA in terms of the incorporation of formal and informal linguistic elements. Based on these findings, it can be said that the paper has implications for the identity theory, academic (thesis) writing, and further research on DA.

Key words: dissertation acknowledgement, genre, identity, literary studies