摘要：
Effectiveness of supervising undergraduate and postgraduate students
in dissertation writing hinges largely on a range of factors comprising
not merely a supervisor’s competence in an area of specialisation
but also the supervisor’s language awareness required for
guiding a candidate through a difficult process of writing the dissertation
itself. Using a corpus of management research articles and the methods
for analysing the research genre, this paper examines how experienced
writers use various rhetorical and linguistic strategies to highlight
the significance of their research in the terminal portions of their
papers. The findings of this study have important implications for
the teaching of English for research purposes (ERP) particularly
as they indicate how second language learners may be taught to highlight
the strengths of their studies based on the findings reported. I
will also discuss the extent to which supervisors and instructors
can help students augment the acceptability of a dissertation by
developing teaching materials that introduce various schematic and
linguistic strategies intended to highlight the strengths of a candidate’s
research findings.
