We declare that this assignment is an original work submitted by the following group members

who have all actively made a contribution. Any other work of a similar nature has been
appropriately referenced in this assignment.

GROUP MEMBERS:

Võ Công Lập - Student ID: 44.01.701.016

Nguyễn Hoàng Thảo Nhi - Student ID: 44.01.701.034

Lê Tấn Dũng - Student ID: 44.01.701.072

TASK 1

Theses are a crucial medium for academic progression. Therefore, much effort has been made to
identify a clear rhetorical structure of research articles, papers as well as theses. Swales laid the
foundation for academics to introduce their research through his work on the CARS model (1990,
2004). Since then, many have proposed models for different sections of a research paper, including
the Schematic Structure Literature Review for Doctoral Theses in Applied Linguistics (Kwan, 2006).
Here, the text we have chosen is an abridged version of the Literature Review in the senior thesis
“The Relationship of Divorced Mothers And Their Daughters: A Daughter’s Perspective” (Alinkoff,
2005). (See Appendix A for text)

The communicative purpose of this literature review is to provide readers with a general
understanding of the topic of research while reviewing existing research to identify the difference
between them and the research being conducted and evaluating the limitations in contemporary
literature. It also establishes a standing for the author’s work and highlights its significance in the
field of research (Knopf, 2006).

Many schematic structures of the literature review have been proposed (e.g. Kwan, 2006; Nwogu,
1997; Fryer, 2012). However, due to its nature as a thesis, the text will be analyzed using Kwan’s
three-move structure (2006) rather than that of Nwogu or Fryer, which concerns literature review in
the field of medicine. They are:

1. Establishing one of the territories of their own research

2. Creating a research niche

3. Occupying the research niche (optional)

(See Appendix B for full move structure)

For the first move, the author establishes a territory using the strategy “surveying the research-related
phenomena” (Kwan, 2006) by reviewing previous research on the mother-daughter relationship
made by other academics (e.g. Chodorow 1978; Trad, 1995; Cotton-Hudson & Johnson, 1998)

For the second move, the author created a research niche through a strategy called “gap-indicating”,
which demonstrates how previous research failed to cover a certain aspect of the problem. In this
case, previous literature on the relationship between divorced mothers and their daughters have “an
overall negative theme” and very few articles “discuss this relationship in a positive light.” In
addition, the author also “asserted the relevancy of past research to their own.” (Kwan, 2006), i.e.,

2
they acknowledged how Chodorow’s research was “helpful in understanding the MDR from the
mother’s perspective”.

The last move, “occupying the research niche”, where authors would announce aims, hypotheses or
theoretical frameworks (Kwan, 2006) regarding their own work, was not present in the literature
review.

In terms of linguistic description, the text shows descriptive features of academic research language.
The simple present tense and a number of verbs, e.g., state, elucidate, provide, are consistently used
throughout this text because the author is providing the facts and knowledge from previous scientific
studies instead of preconceived bias or guesswork. Most sentences are used in the active voice to
focus on the agent conducting the research and avoid misunderstandings that can occur from the use
of passive voice. Contractions and colloquial expressions are avoided.

With regard to thematic progression, the text incorporates both constant progression (Hawes, 2015)
in the repeated use of one subject for many sentences and simple linear progression (Hawes, 2015)
with the theme of a sentence repeating or transforming the rheme of the preceding sentence. This
helps to maintain the flow of the text as well as keep the content clear and unambiguous. However, it
renders the text tedious.

Textual cohesion in the text is achieved through referencing, substitution, and lexical cohesion
(Halliday & Hasan, 1976). Sentences are linked mainly through the use of pronouns, synonyms, and
paraphrases. Conjuncts are limited, with the exception of conjuncts of contrast and result, i.e.,
“however”, “as a result”. Disjuncts are used sparingly, only where the author wishes to insert a
reaction to certain data, i.e, “surprisingly”.

Finally, the text includes a number of citations, a unique characteristic of academic research in which
authors acknowledge and credit the source of research used in their work.

3
TASK 2

For analysis, we chose a sample lesson plan of English 11, Unit 3, A Party. (See Appendix C for
lesson plan). The language skill of speaking is taught in this lesson. The following essay will make
an attempt to analyze how knowledge of discourse analysis is incorporated into the lesson plan and
suggest an activity of our own that integrates discourse analysis into teaching.

To begin with, in the warming-up stage, the teacher gives the class a practical situation about the
‘party’ topic. Through this activity, the teacher will provoke ideas of students towards the topic in
terms of aspects like what words should be used, what questions are appropriate to be made or the
expected answer from the hearers, and then help students to correctly use the specific language
mostly used in parties with the list of new vocabulary such as “host”, “hostess”, “decoration”, etc. As
a result, student’s acquisition of the target language could be promoted.

In task 1, students are required to answer the questions from the book. Based on that information,
moving to task 2, students are asked to retell a party they have been to in pairs and then perform their
talk in front of the class. In this activity, besides practicing their skills i.e. pronunciation, intonation,
students have a chance to acknowledge the structure in describing a party. They not only learn how
to deliver their information but also learn how to deliver it appropriately by following conversational
maxims such as the maxim of quantity and manner.

In task 3, students are required to think of their own party and its elements. As it is connected to a
possible situation in real life, the task is meaningful and more memorable. When the teacher asks
them information about their party, students have to answer using the vocabulary associated with the
topic of “party” and employ grammar structures to talk about future intentions.

In the last task, students have a chance to present their invitation to the whole class. Not only does
this exercise help students practise public speaking, but it also gives students a chance to familiarize
themselves with the schematic structure and communication strategies associated with an invitation.
For example, their invitation must include the exact location and date of the party, and an invitation
employing appropriate politeness strategies and speech acts. They have to sound optimistic about the
party and make use of many future tenses to make “promises” to “advertise” their party. The maxim
of generosity must also be adhered to for the desired effect.

As the unit is concerned with parties, where invitation plays a crucial role, we propose an activity
that incorporates the politeness strategies to help students practise making formal and informal
invitations. The teacher provides a range of structures of varying degrees of formality based on
politeness strategies, from “Do you want to…?” to “I was wondering if…”. Students are then paired

4
together. Student A is randomly assigned an event that they have to invite student B to (e.g. a
wedding, a birthday party) and student B is given a random social status related to A (e.g. an
ex-girlfriend, a colleague they hate, a boss). Some background information about their relationship
(e.g. they had an argument, they haven’t seen each other for years) can be provided for context.
Students will have to choose the appropriate structure and content to invite their counterpart. This
exercise is a fun way to help students practise discourse in real-life situations beforehand.

In conclusion, discourse in the classroom situation plays an important role in language learning. With
the help of discourse analysis, the teacher will take a closer look at the effectiveness of the activities
and make a more careful plan in order to ensure that the student will employ suitable utterances in
different circumstances.

5
REFERENCES
Alinkoff, E. (2005). The Relationship of Divorced Mothers And Their Daughters: A Daughter’s
Perspective. Retrieved December 09, 2020, from
https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/2073/alinkoff.doc?sequen
ce=1&isAllowed=y
Fryer, D. L. (2012). Analysis of the generic discourse features of the English-language
medical research article: A systemic-functional approach. Functions of language, 19(1), 5-37.
Giáo án Tiếng Anh lớp 11: UNIT 3: A PARTY-SPEAKING (2011). Retrieved from
https://ebookxanh.com/tai-lieu/giao-an-tieng-anh-lop-11-unit-3-a-party-speaking-495302.html
Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman.
Hawes, T. (2015). Thematic progression in the writing of students and professionals, 2, 93-100.
Knopf, J. W. (2006). Doing a literature review. PS: Political Science & Politics, 39(1), 127- 132.
Kwan, B. S. (2006). The schematic structure of literature reviews in doctoral theses of applied
linguistics. English for Specific Purposes, 25(1), 30-55.
Nwogu, K. (1997). The medical research paper: structure and functions. English for Specific
Purposes, 16(2), 119-138.
Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge:
Cambridge University Press.
Swales, J. M. & Feak, C. B. (2004). Academic Writing for Graduate Students: Essential Tasks and
Skills (2nd ed.). Ann Arbor, MI: University of Michigan Press.

6
 APPENDIX A

Research on MDRs falls into two separate categories: 1) General information on the MDR
2) Information on the negative aspects of divorce, and specifically how divorce affects mothers and
daughters separately. These literatures are largely independent of each other. An article on divorce
would discuss the negative effect divorce has on daughters, and then would generally say
something about how divorce increases the negative aspects of the MDR. Or, an article might
discuss how generally the MDR is filled with difficulty and frustration. There is an over-all
negative theme to this literature. Very few articles address MDRs and divorce, and even fewer
articles discuss this relationship in a positive light.

General information on the MDR

In the book The Reproduction of Mothering, Nancy Chodorow (1978) discusses the

reasons for conflict between mothers and daughters around the time of adolescence. She states that

when mothers are ‘asymbiotic’ during this time in their child’s development (the time when

bonding and experiencing symbiosis is needed), the mother undergoes great strain as the daughter

enters adolescence. As a result, mothers feel they have not bonded with their daughter. As the

daughter grows and begins to differentiate herself mentally and physically from her mother, these

mothers refuse to allow their daughters to separate from themselves. There is an understood “I am

you and you are me,” which makes it difficult for the mother to let go. Chodorow’s work is helpful

in understanding the MDR from the mother’s perspective. It provides interesting data concerning

the ambivalence mothers feel towards their daughters (and visa versa) and how this ambivalence

creates anxiety within daughters—causing them to want to break away from their mothers. During

adolescence, mothers and daughters have a shared ambivalence toward one another. As the

daughter’s ambivalence towards the mother increases, the mother’s ambivalence increases as a

result. Either a heightened sense of tenderness or hostility then expresses this ambivalence felt by

the mother. Whichever way it is expressed, the mother fears that the daughter will remain tied to

her, instead of breaking away and becoming independent. Using hostility, the mother may appear

cold towards the daughter, causing the daughter to grow up seeking a ‘mother-substitute’

throughout her life. However, if the mother expresses extreme tenderness, and does not show

7
hostile feelings, daughters will be more inclined to experience a sense of ‘emotional slavery’

towards the mother, which may then cause guilt.

Trad (1995) elucidates the negative effect mothers and daughters have on each other

during the daughter’s adolescence. His account of the MDR is generally very negative. The only

semi-positive mother-daughter interactions he discusses are those related to mothers helping

daughters relate to menstruation, their sexual behavior, and their physical appearance. He creates

the sense that this is all the MDR can be based on during the daughter’s adolescence. He indicates

that mothers of adolescent girls (in two parent households) have no control over their drastically

changing daughters and implies that the relationship is doomed.

Annie L. Cotton-Huston and Debra V. Johnson (1998) provide a more positive view of

MDRs, especially in relation to adolescent daughters. These researchers asked women in three

different age groups to express messages of sharing, anger, or love to their mothers. One of their

hypotheses was that younger women would describe their relationship with their mothers in the

least positive fashion. Surprisingly, they found that adolescents were more likely to express positive

(68%) rather than negative (32%) messages. Across all the age groups they studied, daughters

displayed more desire to give a loving/sharing message than one of anger to their mothers—giving

evidence overall that MDRs are positive.

MDR and Divorce

Wallerstein and Corbin (1989) conducted a ten-year follow up study of 63 girls from

divorced middle-class families. They examined daughters’ patterns of adjustment and family

relationships over time. They found that young women who had a good relationship with their

custodial mother over the ‘post divorce’ decade were likely to be well adjusted at the ten-year

mark. Mothers and daughters who endured a conflicted relationship showed poor adjustment at

the ten-year mark. In some cases, problematic MDRs were resolved as the daughter matured and

came to recognize that the mother did not bear total responsibility for her less-than-perfect life.

The study also shows how household stability, and how the age of the daughters (younger

8
adolescence, older adolescence, adult daughters) affects the MDR.

The study found that the adolescent would have a far more positive outcome at the ten-year

mark if she experienced a ‘smoothly functioning’ household. An adolescent from a disorganized

household had a greater chance of a poor psychological future. Youngest siblings were more likely

to have a sense of restored stability within the home. This was probably related to the fact that

younger siblings reached adolescence ten years after the parental separation, giving the newly

divorced mother time to repair problems within her household.

Because the eldest children experience adolescence in a more disorganized environment,

they report having less of a positive relationship with their mother, as they grew older. At the

ten-year mark after the divorce, 86% of the eldest siblings reported that they initially had good

relationships with their mothers. However, more than half (54%) of these relationships deteriorated

by the ten-year follow up.

The role of disclosure on adolescent development and the MDR is debated in the literature.

Disclosure in this context refers to the parent revealing and sharing personal feelings about the

divorce, worries about the finances, personal conflict with the father, etc. Some research in this

area reports that disclosure in divorced MDRs causes adolescents to feel burdened and

overwhelmed (Koerner, Wallace, Lehman, Lee, & Escalante, 2004). This study found that

disclosure between the mother and daughter increases the child’s psychological distress, anxiety,

and depression. These researchers report that the role reversal from parent to child is problematic.

They find that possible positive outcomes would just be short term. They also predict that

disclosure increases stress within the single parent family, causing problems for the MDR.

An opposing perspective is found in the work of Mutchler, Hunt, Koopman, & Mutchler

(1991). This study examined the relationships of 57 mother/daughter pairs from a group of

divorced, custodial, single-parent mothers in the Greater Washington, D.C. area. It looked closely at

mothers and daughters and their identification and understanding of each other's feelings, situations

or motives within the construct of their relationship. The study found that mother/daughter empathy

is closely related to the MDR post divorce. This is one of the more positive articles found

9
concerning the MDR. These scholars do not make blanket statements about how the MDR post

divorce is troubled. Rather, they discuss factors that may lead to problems or successes in such

relationships. They report that the mother’s lack of empathetic understanding of her daughter was

significantly associated with a poor post divorce relationship adjustment; as well as the daughter’s

anxiety, depression, hostility, poor personal adjustment, and social adjustment. Interestingly, the

daughter’s empathic understanding of her mother was unrelated to the relationship adjustment.

They suggest that the uni-directionality of this empathy effect is due to the fact that it is easier for

mothers to lessen the trauma of divorce for the child by acquiring outside resources (i.e.,

counseling). Daughters, due to their age and immaturity, are less able to seek such support. The

child has less self understanding and isn’t equipped with the necessary coping mechanisms to deal

with divorce.

Joyce A. Arditti (1999) also reports positive aspects of the MDR relationship after divorce.

Arditti interviewed 58 young adult children that experienced parental divorce about the

mother/child relationships—focusing on the strengths of these relationships. She found that, for

the most part, daughters saw their mothers as friends. Daughters reported that they saw role

reversal within the single parent household, the mother’s choice to disclose personal information

within the relationship to the daughter, as well as the mother relying on the daughter for emotional

support and advice as a symbol of closeness, friendship and equality in the MDR.

10
APPENDIX B

11
 APPENDIX C
Unit 3: Party
Period 14: SPEAKING

I. Objectives : By the end of the lesson , ss will be +able to talk about the party they take part in

Language focus:* Grammar: simple past, present tense

* Skill: speaking
II. Method and Techniques : Communicative approach, retell
III. Teaching aids : textbook, handout, poster., real object
IV. Procedures :
New lesson:

Teacher’s activities Students’ activities

12
 WARM - UP (7ms)

Gives the situation: Yesterday I went to a Ask some questions

party. Please ask me some questions to get as 1. Who gave the party?

much information about the party as you can.. 2. Where did it take place? Was it a nice

Answers ss' questions place?

3. What time did it start and end?
4. On what occasion was the party held?
5. What activities did you do there?
6. Did you have a good time?
T teaches necessary language for talking 7. How were the people like?
about parties 8. What about foods and drinks?

*notes:
- Take note
- Host (n): ông chủ(bữa tiệc) A birthday/house-warming party
A family/social gathering
- Hostess (n):bà chủ(nt)
To have/organize/hold/celebrate/give a party
- Decoration (n): sự trang trí To celebrate one’s birthday / wedding
anniversary/graduation
- Budget (n);ngân quỹ
To join oneself
To have fun/a good time
Gifts: flowers, souvenirs, a bottle of wine,
chocolate
Decorations: balloons, flowers, lamps,
pictures….
Food and drinks: main courses, cakes,
ice-cream, sweets, soft drink, fruits, ....
Music: pop music, jazz, classical music…
- Choose from the list the things you
want to talk about

Task 1 (8min)
- Sts open their book and read through all
- Asks ss to open their book and read questions, think of a party you have
through all questions and answer the been to and answer the questions

13
questions (individually work)

- Gets Ss to do the task individually

- T encourages Ss to take notes while doing
- Tell your party to your friend
so
(pairwork)
- Goes around the class to check and offer help.

Task 2 (10ms)
- Someone can report it in front of the
- Put Ss in pairs and tell them to tell each other class
about the party they have been to, base on the Sts make some questions and answers with the
outlines they have made in task1 words (groups) on the posters
- where (home or restaurant)
- T ask ss to retell the parties which he/she took.
- when (date & time)
- Call some ss to perform their conversation in - who to invite (family, relatives, classmates,
front of the class. teacher, friends)
- dressing code (former, informer, costumes)
- entertainment (dance,music, games)
- decorations (colored light, bulbs, flowers)
- food and drink (cook our own or order)
- budget (how much to spend?how much to
contribute?)

Task 3 (10 mins):

You take part in a competition to organize the

best party. Decide on the following

-T moves around and asks sts to have answers

-T can ask and answer together - Sts of groups go to bb and report the
party they are going to organize
*Make questions:

- Budget: How much do you spend for

14
 your party?
- Date and time: When do you organize
your party?
- Who to invite: Who has been invited to
the party? How many people do you
invite to the party?

- Place: Where do you organize your *Example:

party?
- Formal/informal: What kind of clothes
do you dress at the party?
- Decoration: How do you decorate
your party?
- Entertainment: What activities will
take place?
- Food and drink: What food and drink
will be served?
We are having a Halloween party at 7p.m on
October 31. Would you like to come? We have
also invited English teacher . There will be lot
of food and drink that you like as
pizzas, hamburgers, cake, fruit juice.Of course
there will be dancing and some exciting games
with interesting prizes for the winners.

4. Task 4 (6ms)

Tell the rest of the class about your party. Try to

convince them to come.

- T checks and gives feedback

Home work
Assign homework
- Write a paragraph for 50 words , talk
about the birthday party
- Prepare the next lesson : Listening

15