摘要：This study explores the topical structure of MA thesis discussion sections written by TEFL (Teaching English as a Foreign Language) and English language translation graduate students at Kharazmi University of Tehran to find out whether the topical structure of students’ academic writing is affected by disciplinary variations. Adopting the Topical Structure Analysis (TSA) model of Lautamatti (1987) and utilizing Schneider and Connor’s (1990) guidelines, 25 TEFL discussion sections as representatives of applied linguistics and 25 English translation studies discussion sections as representatives of translation studies are analyzed in relation to their topical progression. The results of the study indicate that sequential progression is the most used progression in both groups, and extended parallel progression is the second most used progression. However, the results of the Chi-square test show that significant differences exist between the frequencies of sequential progression and extended parallel progression of the two sets of discussion sections, which can be indicative of the effects of writing in two different disciplines (i.e., applied linguistics and translation studies). The results bear some implications for writing teachers at different academic levels especially at undergraduate level in which students shape their basic writing skills relative to their specific disciplines.
