A Theory of Contemporary Rhetoric by Andrews Richard

Author:Andrews, Richard
Language: eng
Format: epub
ISBN: 9781136471858
Publisher: Taylor & Francis (CAM)

Six Doctoral Students

All six students agreed to having their work cited in this chapter, so we can be explicit about their work. They are outlined in Table 8.1.

First, it can be said that there is little or no difference between the awarding universities. Both have a set of criteria for the award of PhD that includes the following: that it makes a distinct contribution to

Table 8.1 Research Students and Their Theses

Student Nationality Title of Thesis Awarding Body Date

Frances Bodger British Coming to an understanding of children's transformation of their own syntactic and textual approach: longitudinal, small-scale research into sentence- and text-level changes in the later years of primary education Institute of Education, University of London May 2010

Annabel Watson British LI English teachers' beliefs about grammar, and the relationship of espoused beliefs to pedagogical practice University of Exeter June 2012

Evanthia Tsaliki Greek Intercultural education in Greece: the case of 13 primary schools Institute of Education, University of London July 2012

Hazel Chiu PRC/Hong Kong Grammar teaching concepts and practice in the task-based secondary English curriculum of Hong Kong Institute of Education, University of London December 2010

Ching Ching Lai PRC/Hong Kong Hong Kong secondary school students' uptake and perception of enhanced and unenhanced recasts on their past tense usage in spoken narratives in English Institute of Education, University of London March 2012

Wengcheng Zhu China Confucian themes and China's high school language and literature textbooks in the Reform era Institute of Education, University of London August 2012

knowledge; that it affords evidence of originality by the discovery of new “facts” and/or the exercise of independent critical power; that it is an integrated whole and presents a coherent argument; that it describes the method of research and its findings; that it includes a discussion of those findings and how they advance the study of the subject; and that, in so doing, it demonstrates a deep and synoptic understanding of the field of study & and a capacity for judgment in complex situations. There are other criteria that are not so closely linked to rhetoric, argumentation, and criticality.

The commonalities between the students are best represented in terms of the structure of the six theses, outlined in Table 8.2.

There is a high degree of homogeneity in the structure of the theses. If we take structure or the classical dispositio (arrangement) to be one of the key rhetorical aspects of argumentation, we can see that the practice here is to undertake a seven or eight-part argument. All have an introduction and a conclusion. All have a literature review and a chapter on methodology. All move from the Introduction through the Literature review to the Methodology and on to the results or findings, before reaching the Conclusion. We could say that there is a clear genre within which all the students couch their thesis: in education and social science studies, this genre assumes that, at the highest level of academic achievement, the student is making a contribution to knowledge by reviewing existing research, telling us how she approached or undertook

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