The purpose of this study was to identify the textual resources used to express critical thinking in the Discussion chapters or chapter sections of PhD theses from the discipline of Applied Linguistics. Five Discussions were manually analysed using the social genre/cognitive genre model of the author (Bruce, 2008a) as the analytical framework. Three generic elements, used integratively, were found to express critical evaluations as part of constructing an overall argument in the Discussion chapters examined. The first element was the recursive use of an organizing content schema (move pattern), described as: Point, Support, Evaluation. The second was the use of key coherence relations to make critical statements in the ‘Evaluation’ part of this content schema. The third element was the embedding within the critical statements of the metadiscourse devices of hedging and attitude markers (Hyland, 2005). While not providing a prescriptive approach to expressing critical evaluation in this genre, the findings offer an analytical lens through which novice writers may examine and develop awareness of the types of textual resource used to develop this important element of Discussions.

中文翻译：

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应用语言学博士讨论中批判性思维的文本表达

这项研究的目的是从应用语言学的学科中识别用于在博士学位论文的讨论章节或章节中表达批判性思维的文本资源。使用作者的社会体裁/认知体裁模型（Bruce，2008a）作为分析框架，对五个讨论进行了手动分析。在所讨论的“讨论”章节中，发现综合使用了三个通用元素来表达批判性评估，这是构建整体论点的一部分。第一个要素是递归使用组织内容架构（移动模式），描述为：指向，支持，评估。第二个是使用关键的一致性关系在此内容模式的“评估”部分做出关键的陈述。第三个要素是在对冲和态度标记的元话语装置的关键陈述中的嵌入（Hyland，2005年）。这些发现虽然没有提供说明性的方法来表达这种类型的批判性评价，但提供了一个分析视角，新手作者可以通过该视角检查和发展对用于发展此重要讨论元素的文本资源类型的认识。