本书共分6个章节，主要从社会构建的角度探究中国二语学习者如何构建博士论文及结语章节这一特殊的语体。具体内容包括“Review of Relevant Literature”“Methodology”“Textual Analysis”等。该书可供各大专院校作为教材使用，也可供从事相关工作的人员作为参考用书使用。

本书突破现有学术语提研究内容和方法的局限，以语体分析的相关理论及社会文化理论为理据，采用文本分析、个案研究、深度访谈研究方法，着重从社会构建的角度探究中国二语学习者如何构建博士论文及结语章节这一特殊的语体。研究结构表明：中国二语学习者在构建博士论文讨论及结语章节这一特殊的语体过程中突出的一大问题在于修辞结构的脱节，即讨论及结语章节与前言部分修辞结构缺乏照应；问题的主要症结在于学习者缺乏有关博士论文讨论及结语章节语篇构建的规范意识；为了更好地达到、体现这一特殊语体的交际目的，学习者社会行为诸如与导师磋商、与相关学者切磋、与众多读者对话、与出版的学术论著交互构建讨论及结语这一特殊群体，同时，在此过程中，其写作者的身份得以构建和重构，由初期的一名学术写作新手，嬗变为一名较熟练的写作者，直至后期发展为该学术群体中的一员。该书的研究成果(国内尚未空缺)不仅对当前我国研究生学术论文写作有着十分重要的指导意义，而且为各大专院校学术群体撰写国际学术论文提供了相当的借鉴。

List of Abbreviations

Preface

Chapter 1 Introduction

 1.1 Research Background

 1.2 Research Objectives

 1.3 The Significance of the Study

 1.4 Demarcation of the Discussion & Conclusion Sections

 1.5 The Relationship Between Introduction and Discussion & Conclusion Sections

 1.6 Structure of the Book

Chapter 2 Review of Relevant Literature

 2.1 L2 Students' Difficulties in Thesis Writing

 2.2 Thesis Writing Process

 2.3 Rhetorical Structure of the Discussion & Conclusion Section in Research Writing

 2.4 The Notion of Genre

2.4.1 The ESP-oriented View of Genre

2.4.2 The New Rhetoric-oriented View of Genre

 2.5 The Nature of Writing

 2.6 Main Approaches to Writing

2.6.1 The Classical Rhetorical Approach

2.6.2 The Expressive Approach

2.6.3 The Cognitive Approach

2.6.4 The Social Constructionist Approach

 2.7 Relevant Theories

2.7.1 Cognitive Writing Process Theory

2.7.2 Soeiocuhural Theory

2.7.3 Theory of Identity Construction

 2.8 Summary

Chapter 3 Methodology

 3.1 Text-analytical Approach

3.1.1 The Assumption of Textual Analysis

3.1.2 Data Collection

3.1.3 Frameworks for Textual Analysis

3.1.4 Procedure for Textual Analysis

 3.2 Case-study Approach

3.2.1 Data Collection

3.2.2 Treatment of Data

 3.3 Summary

Chapter 4 Textual Analysis

 4.1 Cong's Texts

4.1.1 Original Draft

4.1.2 Revised Version

4.1.3 Final Version

 4.2 Mei's Texts

4.2.1 Original Draft

4.2.2 Revised Version

4.2.3 Final Version

 4.3 Ping's Texts

4.3.1 Original Draft

4.3.2 Revised Version

4.3.3 Final Version

 4.4 Tao's Texts

4.4.1 Original Draft

4.4.2 Revised Version

4.4.3 Final Version

 4.5 Yan's Texts

4.5.1 Original Draft

4.5.2 Revised Version

4.5.3 Final Version

 4.6 Su's Text

4.6.1 Original Draft

4.6.2 Revised Version

4.6.3 Final Version

 4.7 Summary

Chapter 5 Analysis of Interview Data

 5.1 Exploring the Major Problems Involved in the Discussion &

Conclusion Section Writing and the Related Causes

5.1.1 Limited Knowledge of the Communicative Functions of the Part-genre

5.1.2 Lack of Awareness of Rhetoric Consistency

5.1.3 Lack of Systematic Training

5.1.4 Excessive Length of the Writing Process

5.1.5 The Heavy Cognitive Load

 5.2 Negotiating Generic Conventions

5.2.1 Negotiating with Supervisors

5.2.2 Mediating with Other Academics

5.2.3 Dialoguing with Multi Audiences

5.2.4 Interacting with Published Works and Theses

 5.3 Constructing Writer Identities

5.3.1 A Novice Student Writer

5.3.2 A More Skilled Academic Writer

5.3.3 Moving Towards a Full Member of the Community

 5.4 Summary

Chapter 6 Conclusion

 6.1 Summary of the Main Findings

 6.2 Pedagogical Implications of the Study

 6.3 Directions for Further Research

Appendices

 Appendix Ⅰ First-round Interview Guide for Student Informants (Based on Their Initial Drafts of the Discussion & Conclusion Section)

 Appendix Ⅱ Second-round Interview Guide for Student Informants (Based on Their Revised Drafts & Final Versions of the Discussion & Conclusion Section)

 Appendix Ⅲ Interview Guide for Supervisor Informants

 Appendix Ⅳ Interview Transcripts

References