Chapter 1 Genre Knowledge for Intercultural Communication
  1.1 Genre Knowledge
  1.2 Difficulties Experienced by Second Language Writers
  1.3 Theoretical Framework
  1.4 This Study
  1.5 Outline of the Thesis
Chapter 2 Genre Analysis Research
  2.1 Review Question 1: What Are the Focuses of Genre Analysis Studies?
  2.2 Review Question 2: How Does Move Structure Vary in Different Situations?
Chapter 3 Contrastive Rhetoric Research
  3.1 Traditional Contrastive Rhetoric
  3.2 Intercultural Rhetoric
  3.3 Critical Contrastive Rhetoric
Chapter 4 Gaining the Emic View Through Metatexts: The Development of a Move Model on Introductions and Literature Reviews of Master’s Theses (Study 1)
  4.1 Introduction
  4.2 Literature Review
    4.2.1 Metatext
    4.2.2 The Definition of Move
    4.2.3 Genre Analysis of Introductions and Literature Reviews
  4.3 Metatext Analysis
    4.3.1 Method
    4.3.2 Results
  4.4 Move Analysis
    4.4.1 Method
    4.4.2 Results and Discussion
  4.5 Conclusion
Chapter 5 Genre Differences Among Local Disciplinary Communities (Study 2)
  5.1 Introduction
    5.1.1 Contrastive Genre Analysis
    5.1.2 Social Context of Genres
    5.1.3 The Nature of Explanation
    5.1.4 Epistemology: Chinese Versus Western
    5.1.5 The Social Aspects of Academic Communities
    5.1.6 Research Questions
  5.2 Method
    5.2.1 The Corpus
    5.2.2 Genre Analysis
    5.2.3 Data Description and Statistical Tests
  5.3 Findings and Discussion
    5.3.1 Differences (RQ1)
    5.3.2 Possible Explanations (RQ2)
    5.3.3 A Comparison with Findings in Previous Studies
Chapter 6 Individual Differences in Genre Practices (Study 3)
  6.1 Introduction
  6.2 Method
  6.3 Results
    6.3.1 Individual Differences in Three Local Communities (RQ1&2)
    6.3.2 Possible Factors Behind Individual Variation (RQ3)
  6.4 Discussion
    6.4.1 Types of Communities Based on Individual Variation
    6.4.2 Individual Differences and Genre-based Pedagogies
Chapter 7 Concluding Discussion
  7.1 Review of the Study
  7.2 Theoretical Implications
  7.3 Methodological Implications
    7.3.1 Emic View and Genre Analysis
    7.3.2 Rethinking the Grouping Criteria of Contrastive Genre Analysis
  7.4 Pedagogical Implication
    7.4.1 To Inform Genre-based Classroom Instruction
    7.4.2 To Assess Learners’ Genre Knowledge Acquired from Explicit or Implicit Learning
  7.5 Limitations and Future Research
  7.6 Final Remarks
Appendix A Key Word Map of Genre Analysis Research
Appendix B List of Master’s Theses in the Corpus
  China sub-corpus
    2009
    2011
    2013
  America sub-corpus
    2009
    2011
    2013
  New Zealand sub-corpus
References
Acknowledgments