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Özet, okuyucunun tam metne ilgi duyup duymadığına karar verdiği araştırma bölümü olduğu için özenle hazırlanmalıdır. Türkiye’de araştırma makalesi ve tez özetlerinin sözbilimsel çözümlemesine ilişkin bazı çalışmalar bulunmasına karşın, ormancılık alanında bu tür bir çalışmaya rastlanmamıştır. Bu çalışma, orman ekonomisi alanında yapılmış yüksek lisans ve doktora tez özetlerinin, zaman ve tez türü etkilerini de dikkate alarak sözbilimsel hareket çözümlemesini yapmayı amaçlamıştır. 1987-2018 yılları arasında yapılan 197 adet tez özeti incelenmiştir. Özet metinleri beşli hareket modeline göre kodlanmıştır. Çalışmada, yazarların özetlerde en çok amaç (A), yöntem (Y) ve sonuçlar (S) hareketlerine yer verdiği, tezlerin yarısında tartışma ve giriş hareketinin yer bulmadığı belirlenmiştir. Metin büyüklüğü bakımından özet içindeki ağırlığı en fazla olan hareket sonuçlar, en az olan ise tartışma olmuştur. Tezlerde en fazla bir arada bulunan hareketler amaç, yöntem ve sonuçlar iken, A-Y-S düzeni de en fazla görülen hareket düzeni olmuştur. Sonuçlar, araştırma/tez yazımı üzerine bir dersin enstitülerde özellikle yüksek lisans öğrencilerine okutulmasının gerekliliğini ortaya koymuştur. Tez yazım rehberinde tez özetinde hangi bilgilere yer verilmesi gerektiği, sözbilimsel hareket temelli olarak ayrıntılı verilmelidir.

This study examines thematic progression in thesis abstracts written by English students in Indonesia University of Education. This study employs a descriptive qualitative method since it attempts to describe and analyze textual data accurately. The data for this study come from repository.upi.edu. Five undergraduate students thesis abstracts were downloaded from the website published in 2014. After gathering the data, a thematic progression theory proposed by Fries (2002) is employed to analyze the data. Findings show that constant theme is the type of thematic progression that is mostly used the thesis abstracts by 52.64%. The linear theme and split rheme thematic progression pattern are also found in the abstracts. However, split rheme is found only once. Among the problems the students have probably encountered are how to write a coherent abstract and to create an appropriate logical relation among sentences in their writing. This study concludes that the students thesis abstracts mostly use constant theme pattern, which suggests their writing is not quite well-arranged. Since an abstract should be written in more or less 200 words and it should represent the important information of the research, students may be confused as to how to summarize their research into 200 words.

Abstract in every research paper has always been functioning as an attention-grabber which can encourage readers to keep reading the research or to dissuade it. Although abstracts are believed to play an important role in distributing the research findings, few studies have been done to evaluate the rhetorical organization of thesis abstracts, especially in the field of Teaching English as a Foreign Language (TEFL). Thus, the purpose of the present study was to analyze the rhetorical moves of the MA thesis abstracts written from 1988 to 2015 in the field of TEFL in Allameh Tabataba’i University (ATU), an Iranian university. To this end, 300 MA thesis abstracts were analyzed based on Hyland’s (2000) rhetorical move framework. To track the rhetorical move trends of the thesis abstracts and for the ease of analysis, they were analyzed in three time intervals. The results revealed that while in the first interval (1988-1997) the most frequent rhetorical moves were the “Purpose”, “Method”, and “Product”, in the other two intervals (1998-2007 and 2008-2015) the “Purpose” was the most used rhetorical move. In addition, the least frequent rhetorical moves were the “Introduction” and “Conclusion” for the three intervals. The findings, on top of these, indicated that the rhetorical move patterns of thesis abstracts moved from Purpose-Method-Product (P-M-Pr) to Introduction-Purpose-Method-Product-Conclusion (I-P-M-Pr-C). That said, it can be concluded that in the examined thesis abstracts, the highest average of information was provided on the “Purpose” of the study, while the other moves, especially the conclusion move, was not deemed important; moreover, an increasing rate of information provision was detected on the “Method” and “Product” moves. This research bears some implications for L2 learners to better know their community of practice and writing instructors to prepare genre-based writing materials.

The notion of genre and its application in language teaching and learning has been given increasing attention in the past decades. Abstracts are an important area of inquiry in genre analysis. Therefore, identification and mastery of textual and rhetorical structures of abstracts can be beneficial. The present study sought to analyze the rhetorical structure of thesis abstracts in TEFL (Teaching English as a Foreign Language) and TPSOL (Teaching Persian to Speakers of Other Languages). To this end, 80 abstracts from the two disciplines (40 abstracts from each discipline) were chosen from among the theses submitted between the years 2008 to 2013 at Allameh Tabataba"i University. Following Hyland"s (2000) five-move model, the textual organization and rhetorical structure of each abstract were analyzed. The findings revealed generic variations across the two disciplines, indicating the obligatory and common moves in the structure of abstracts. TPSOL abstracts displayed a stronger tendency to omit the conclusion move (M5) in contrast to TEFL abstracts in which M5 was considered a fundamental and significant move. Another striking difference emerged in terms of patterns of reordering and repetition of some moves which appeared among some TPSOL abstracts only. It can be concluded that TEFL abstracts are more consistent with the international norms and genre of academic writing. The findings have pedagogical implications for students, ESP instructors, materials developers, and syllabus designers, and provide suggestions for further research.