چکیده:
The efficacy of genre-based approach to teaching writing has been regarded as an influential practice in L2 writing pedagogy (Hyland, 2007). However, there is still gap between actual structures found in reading materials recommended as textbooks and discourse patterns recommended for L2 writing in EFL contexts, the gap which would highlight the problems of genre and rhetorical patterns for teaching. The current study, therefore, is an attempt to explore the level of consistency between the rhetorical patterns found in reading textbooks and discourse pattern recommended for writing. For this purpose, a number of 22 essays selected from textbooks were analyzed to identify (1) the overall rhetorical structures, and (2) the location of main idea and opinion of writers. The results show that while some texts did not follow the three-part structure of introduction-body-conclusion, main idea was presented in the introductory parts of essays, illustrating a deductive rhetorical pattern recommended for English writing. Further research was suggested as well.
خلاصه ماشینی:
In their meta- analysis of the studies of contrastive rhetoric in Iran, Jalili and Fallah (2010) categorized the contrastive rhetoric studies in this context as the studies with the focus on (1) contrastive analysis of linguistic and rhetorical patterns reflected in L1 and their respective L2 writing of language learners (see for example Jalilifar (2010) who investigated the generic organization of research articles introduction in both local and international journals, Zare-ee & Farvardin (2009) who attempted to determine possible quantitative differences between linguistic and rhetorical patterns found in L1 and L2 writing of a group of Iranian EFL learners, and Kuhi (2008) who analyzed the preface sections of 21 textbooks based on Swales' (1981) model), (2) discovering writing behaviors (see for example Abasi (2010) who, through conducting a teacher-researcher study, examined the perception of American learners of Persian regarding the rhetorical structure of two texts language learners attempted to summarize, (3) meta-discourse in applied linguistic (see for example Abdollahzadeh (2011) who focused on the application of interpersonal meta-discourse in applied linguistic articles written by two groups of Anglo-American and Iranian academic writers, Simin & Tavangar (2009) who tried to focus on the use of meta-discourse markers in the written product of Iranian EFL learners) and finally (4) the influence of EFL learners' rhetorical organization in English text comprehension (see for example Vahidi (2008) and Vahidi (1996) who investigated a relationship between knowledge of text integration and text comprehension and the role of conjunctions in reading comprehension on academic/expository text, respectively).