| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 100 === Previous studies have indicated that thesis writing is one of the most difficult academic genres to write, especially when researchers are required to write in another language, while among different sections of thesis writing, Literature Review section has been regarded as the most difficult section to complete. Three major types of such reviewing difficulties are identified, i.e. Searching Difficulties, Reading Difficulties and Writing Difficulties. Some researchers (e.g. Bitchener and Basturkmen, 2006; Turner, 2005) indicated that insufficient knowledge of rhetorical structure and genre leads to the difficulties of completing Literature Review section. However, in the past, the results of non-English native graduate students’ Literature Review difficulties are not consistent. Besides, the rhetorical structure of a whole Literature Review section by such writers has rarely been investigated. The purpose of the present study was thus to explore the rhetorical structure and the major difficulties found in the Literature Review section of EFL graduate students’ thesis writing. Two research questions were formulated: (1) What are the move structures and strategies in students’ Literature Review section of their theses in three different phases? (2) What are the major difficulties these students encountered in doing their Literature Review texts? Two EFL master’s degree graduate students were involved in this case study. Text-analysis of the three versions of their writing and interview analysis were employed. Results of this study showed: (1) The participants’ rhetorical structure of Literature Review section was not entirely similar to that in Kwan’s (2006) model. In this study, participants tended to use more regular and less complicated rhetorical patterns. In addition, the developmental phases of their Literature Review section became relatively stable after receiving their advisor’s instruction. (2) Both participants encountered difficulties in transforming the selected passages and information into writing. Other difficulties identified include searching the needed literature, reading literature critically, using appropriate vocabulary words, organizing the writing and developing new arguments.
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