Advances and challenges
Rhetorical Description of the PhD History Thesis Genre: an Analysis from two Discourse Communities on the Basis of the Corpus TeDiCE-2010: Juan David Martínez
JUAN DAVID MARTÍNEZ1
Rhetorical Description of the PhD History Thesis Genre: an Analysis from two Discourse Communities on the Basis of the Corpus TeDiCE-2010
In recent years there has been a growing interest in academic literacy and knowledge of academic genres used in higher education (Carlino, 2003; Hyland, 2004; Parodi, 2008c, 2010a). One of the most important genres for a doctoral student is his/her dissertation. The reason for this is the fact that by means of such work, the student has the opportunity to build and demonstrate his/her disciplinary knowledge (Bhatia, 2002; Arnoux, 2009b) and the competencies to both do research and make findings public (Hyland, 2004a; Thompson, 2005).
In this context, the completion of the doctoral thesis is one of the most complex and demanding tasks a doctoral student faces since, in some cases, he/she does not have research or linguistic skills to do so efficiently (Johns, 2002; Arnoux, 2009a; Bermúdez, 2009, González, 2009; De Miguel, 2010). In this regard, Dunleavy (2003: 2) argues: “To do authoring at doctoral level is to become a qualified (and hopefully published), academic writer (…). Yet only rarely PhD students are taught authoring skills in an explicit way in universities”.