Abstract:
Seeking to appear communicative not merely textual, detached, or in a vacuum is one of the main features of academic writing which has mostly gone unnoticed by some both novice and expert writers (e.g., Hyland, 2005a, 2005b). Responding to this need, this study explored how power and social status are revealed in the citation verbs used in the introduction and discussion sections of research articles. To this end, following Systemic Functional Linguistics (SFL), we began quantitative textual analysis (comparing and contrasting the frequencies of engagement markers existing in the reporting verbs across the introduction and discussion sections of a corpus of 100 RAs) and qualitative exploration (dealing with authorial identity or stance) based on classifications suggested by Martin and White (2005) and Martin and Rose (2007). The results of analyses revealed differences in the concerned sections of RAs in relation to employed engagement markers by the authors. More precisely, expansive reporting verbs outran contractive verbs in the introduction while it was the opposite in relation to the discussion section; contractive reporting verbs took over. This tendency in using contractive and expansive citation verbs was due to the nature of the two sections of introduction and discussion. In other words, the way author chooses to report his/her study and expresses his/her attitude results from the structure of the two mentioned sections. In the introduction, the author describes and introduces the status of the knowledge through other studies. Achieving this goal, the RA writer adopts markers of expansion more than contraction for the purpose of opening up the dialogue spaces. On the contrary, due to the argumentative nature of the discussion section, the writer employs contraction more than expansion to close down the negotiation spaces for other voices and let the RA author have his/her own voice heard in order to convince and persuade readers of the findings of his/her research. This prompts the use of covering up tactics to camouflage other voices but makes the author's presence more felt resulting in more power and higher social status. Hence, expansion allowed negotiation spaces for other researchers' voices to be heard resulting in less power and lower social status of the author while contraction let the author have his/her own voice heard ignoring other voices resulting in more power and higher social status.
 

The political potential of language is undeniable and politicians are well aware of this potentiality. Through well-formed and purposeful language use, they attempt to mold influence and exercise their power not only on their peer politicians but also on public opinion. Language of politics has been investigated widely; however, language of diplomacy in the genre of press conferences still warrants further research. To this end, the current study analyzed the language of two diplomats, namely American secretary, John Kerry, and Iran foreign minister, Mohammad Javad Zarif, in terms of attitudinal markers in the press conferences of Iran's nuclear case. The attitudinal categories and subcategories in the press conferences were identified with reference to Martin and Rose (2007) and Martin and White (2005). We also identified the type and the frequency of the explicit attitudinal markers, their sources and their targets in the context. The results indicated no statistically significant difference between the two sets of data. However, the qualitative analysis indicated different manipulations of the attitudinal markers. Finally, it was concluded that positivity is a major aspect in the press conferences, and that attitudinal markers are selected in correspondence with the speaker intention and interest.

Abstract:
While identifying the generic structure of academic introductions has been the focus of extensive research over the last few decades, investigating some, if not all, of the available linguistic resources that realize the identified generic structures seems to have been largely under-focused. In order to shed light on the way that the communicative purposes performed by academic introductions depict themselves in the linguistic choices exploited by language producers, the present study aimed to investigate the thematic organization and thematic progression patterns that characterize three main variations within the introductory sections of academic textbooks. To this aim, the front matter pages of 60 applied linguistics textbooks (20 forewords, 20 introductions, 20 prefaces) were analyzed quantitatively using Halliday’s (1994) thematic organization and McCabe’s (1999) revised model of thematic progression. Moreover, the data was analyzed qualitatively in order to see whether writers prefer to promote their work overtly, by foregrounding the promotional elements, or covertly, by backgrounding the promotional elements. The results indicated that in all the three sub-corpora textual, simple, and unmarked themes were the most favored types of themes, and simple linear pattern was the most frequent thematic progression pattern. It was also found that except for interpersonal themes and split rheme pattern, the three groups were significantly different in terms of the other theme types and thematic progression patterns. Qualitative data analysis showed that in most cases, writers tended to background the promotional elements. These differences could be attributed to the nature and the different purposes fulfilled by the genre under investigation. It was concluded that in order to achieve their intended purposes, academic introduction writers need to consider the role played by different theme types and thematic progression patterns as one of the available linguistic resources that help realize different communicative purposes. The findings of the present research could benefit academic introduction writers in general and textbook introduction writers in particular.
 

Abstract
Seeking to appear cogent and communicative not merely self-evident or detached is one of the main features of academic writing which has mostly gone unnoticed or devalued by some novice and even expert writers (Adel, 2006; Hyland, 2005a; 2005b). Responding to this need, this study, as one of the first of its kind, set out to explore how authorial presence markers work in introduction and method sections of 50 RAs and 50 graduate thesis proposals. Selection of the data aside, the process of coding came a long way from identifying I, my, me, we, us, our, self-citations, and meta-comments in the texts, and then assigning appropriate pragmatic functions based on categories suggested by Hyland (2002) while keeping an eye on the typologies suggested by other researchers in this regard (e.g., Harwood, 2005; Sheldon, 2009; Vessileva, 1928). The results of qualitative and quantitative analyses revealed that we should not ascribe similarity to the concerned genres in relation to employed strategies in portraying writers in their texts. More precisely, whereas academics tended to connect themselves to their writing, students inclined to be more cautious about situating their own views and arguments in the text through personal authorial references. The study does not suggest that writers extend and generalize the research findings but rather invites academics and researchers to make a connection between elements of the study and their own experience.
 

 This study explored elements involved in the construction of online English fiction blurbs through a quantitative analysis of their promotional and informative moves and also a qualitative study of the usage of the attitudinal markers within these two moves. The importance of blurb not only because it is used in so many different areas but also because it is favoured by many as one of the best ways to be informed of the distinctive features of a product and also the lack of research on the utilisation of attitudinal markers in moves/functions of blurbs motivated this research. Data were collected from 2014 goodreads awards nominees from multiple categories: fantasy, historical fiction, etc. Valor’s framework (2005) provided a foundation for the study to investigate the promotional and informative moves/functions of blurbs. Moreover, the use of the appraisal model (Martin & white, 2005) allowed the discovery of the application and organisation of attitudinal markers in each of these moves, which is particularly aimed for achieving the writers’ intentions. We found that blurbs can be categorised into three types: those with a single move either promotional or informative, those with some kind of incorporation of the two moves, and those with a cyclic move order. This kind of categorisation reflects alternatives in the way different writers can generate blurbs. Regarding the qualitative analysis, the study demonstrates that despite the fact that there exist differences in their significance, all of the three attitudinal markers are typically present in both moves. The difference lies in the fact that the use of positivity and also appreciation is more conspicuous in the promotional move and it is in the informative move that one can witness
the use of more negativity and judgemental expressions. Also, much more can be gained from more in-depth studies in the area of appraisal and/or the comparative study of blurbs

 چکیده: یکی از موضوعات فراگیر در زمینه نگارش علمی، پیوستگی است که در انسجام متن نقش بسزایی دارد. در این خصوص، ساختار آغازگر-پایان‌بخش از عناصر بسیار مهم پیوستگی در سطح گفتمان است. نظر به اهمیت آغازگری در نگارش علمی، این پژوهش با هدف بررسی آغازگری و الگوهای توالی آغازگر در نوشته‌های استدلالیِ دارای نمره‌ی بالا و پایین، انجام شد. هفتاد دانشجوی کارشناسی در رشته‌های ادبیات و مترجمی زبان انگلیسی و بیست و هشت دانشجوی کارشناسی ارشد در رشته‌های آموزش و ادبیات انگلیسی در آزمون نوشتار و مصاحبه‌ی این تحقیق شرکت کردند. پس از آن، نوشته‌ها نمره‌گذاری و براساس مدل‌ آغازگری هلیدی (1994) و مدل توالی آغازگر دِینش (1974) اصلاح شده توسط مک کیب (1999) تجزیه و تحلیل شدند. نتایج تحقیق حاکی از تفاوت‌های کمّی و کیفی در زمینه‌ی آغازگری در نوشتارهای دارای نمره‌ی بالا و پایین بود. به همین ترتیب، در نوشتار دانشجویان و متون استدلالی به قلم انگلیسی‌زبانان که به عنوان معیار سنجش مورد استفاده قرار گرفته بود، تفاوت‌های کمّی و کیفی در شیوه‌ی آغازگری مشاهده شد. علاوه بر این، پاسخ‌های جمع‌آوری‌شده از دانشجویان در مصاحبه نشان داد که از مفهوم آغازگری آگاهی ندارند. همچنین یافته‌های تحقیق حاضر نشان داد که معیارهای موجود ارزیابی نوشتار به گونه‌ای طراحی نشده‌اند که کیفیت آغازگری را ارزیابی کنند. بنابراین، پژوهشگران علاقمند به این حوزه می‌بایست مقیاسی برای ارزیابی کیفیت آغازگری در نوشتار دانشجویان طراحی کنند. از این روست که انجام پژوهش‌های بیشتری برای شناسایی ویژگی‌های آغازگری در سبک‌های نوشتاری دیگر ضروری می‌نماید.

Abstract: Academic writing in general and writing research articles in particular are among the most indispensable skills members of an academic discourse community have to acquire in order to be acknowledged as professional members of the community. Following Swales’ (1981, 1990) pioneering work on the move structure of research article Introductions, the Create-a-Research-Space (CARS) model, despite the huge number of genre studies carried out on different parts of the research article, research on the Literature Review sections in the studies organized in the Introduction-Literature Review-Method-Results-Discussion format remains extremely limited, and even lesser has been done to examine whether the Literature Reviews and Introductions as separate sections belong to the same genre. This study aimed at comparatively investigating research article Introductions and Literature Reviews in the field of applied linguistics, adopting Swales’ (2004) CARS model as the point of departure, to reveal how these two sections, when stranded, are different or alike in terms of the utilized rhetorical moves and (sub-)steps. The corpus comprised the introduction and literature review sections of 30 research articles treating the two sections as free-standing components, drawn from the most recent issues of 5 ISI journals. The findings of the analysis revealed that the two sections, besides bearing major similarities, carry out slightly different missions: The Introduction section paints a general picture of the work while simultaneously set clear goals and thus plays “a more macro function” role, which creates the initially required research space for the researcher (Kwan, 2006, p. 52). The literature review section, on the other hand, by presenting extended background information, definitions, and explanations on the present work is more closely woven into the core of the research. Unpredictable move orders, a high degree of move reiteration, lengthy move chains, and variations in opening and closing moves suggest that this section is more flexible in terms of the generic structure and thus is less consistent with the strict CARS model. Despite these differences, the strong resemblance between the two sections implies that they belong to the same genre colony (Bhatia, 2001, 2004) of academic research introductions. The CARS model modified in light of the findings of the study is also presented.

Using pictures for narrative writing has gained a place among various kinds of ways in writing tasks. The aim of this research was to examine the effect of cognitive styles (field dependent and field independent) on narrative writing. To this end, out of a total of 70 BA university students both males and females majoring in English language and literature, 30 homogeneous participants were picked based on a proficiency test. They were divided into field-dependent and field-independent groups according to the scores gained in the standard Group Embedded Figures Test. Such variables as sex and age were not controlled in the selection of the participants. Then they were asked to write a narrative based on the picture story book ‘Frog, where are you?’ The narratives then were analyzed for elements specified according to a narrative scoring scheme. To find out whether these differences in the mean scores of two groups were significant or not, the samples t-test analysis was conducted via SPSS software program The results showed a significant difference between field dependent and field independent groups in narrative writing. Field independent learners outperformed field dependents (p<0.05). The study concludes with a discussion of the pedagogical and practical implications of being aware of field dependency to help learners of English to improve their narrative writings. Further research in this area involving the use of various types of writing is warranted.

Abstract:
Writing an acceptable and well-organized research article (RA) is crucially important for the expression of ideas. The discussion section of an RA reports the findings of the study, interprets the results and explains the reasons and theoretical contributions. The purpose of the study was to investigate how claims and recommendations are made and how micro-structures (citations, boosters, hedges) are realized in the discussion section of research articles. For this purpose, 40 articles, published in the year 2014, were chosen from the journals representing the field of applied linguistics and analyzed based on the purpose of the study. To analyze claims and recommendations, Dudley-Events’ model (1994) was used and to analyze microstructures, Hyland’s (1999) model was exploited. The results of the analysis of citations showed that non-integral citations were more preferred by authors and most research papers were back grounded through non-integral citations. The most frequent citation strategy was source or attribution with (39.17%) and the least common one was origin (1.21%). The frequent use of source or attribution citation in discussion sections suggested that authors aimed to provide harmony or support for their discussions. The analysis of boosters showed that authors tend to avoid using strong claims with modal verbs and instead preferred adjectives such as strong, significant, high, and interesting. The analysis of hedges showed that they act in reducing the force of their statement and claims. The findings of this study highlight the significance of generic devices in ensuring quality and accuracy of academic writing.

Given the paramount importance attached to the role of academic writing in graduate studies, and the dearth of studies on heading writing, as a requisite constituent of all written academic genres, this comparative cross-generic study aims at analyzing internal headings of theses and research articles (RAs) in the realm of Applied Linguistics. Two sets of data comprising thesis headings collected from 110 theses defended in three pivotal Iranian Linguistics departments, and research article headings selected from 500 research articles published in three well-grounded ISI journals, underwent quantitative and qualitative analyses. In this multi-faceted enterprise, an effort was made to assign internal headings of theses and RAs to two heading formation styles, namely functional and conventional. Functional headings deal with the content or thematic position of the headings, and conventional headings involve the static forms and contents shared by headings. Afterwards the goal was to arrive at general trends and investigate the significance of possible differences between the heading writing styles adopted by each genre in focus. Moreover, the role of functional headings was questioned to be immensely contributing to publication chance of RAs in influential journals. Revolving around structural, semantic and textual aspects of internal headings of theses and RAs, quantitative and qualitative analyses were separately carried out for afore-said aspects along with responding the questions posed in the research. To recapitulate briefly, findings revealed the higher incidence of functional headings in both genres, particularly in RAs, while virtually all functional and conventional syntactic options used in thesis vs. RA headings testified to be significantly different. Besides, deployment of functional headings evidenced to act as a gatekeeper alternative that might have enhanced the RAs authors' chance to get published in prestigious ISI-indexed journals. The study provides assistance for the writers of style guide manuals and academic writing's syllabus designers in paving the way for novice writers to gain recognition in academia as professionals.

Scientific discourse consists of different genres among which research articles have gained importance in the domain of scholarly writing. One of the most distinctive linguistic characteristics of academic writing is the high frequency of nominalized structures. The present study aimed at comparatively investigating nominalization use in introduction and method sections of applied linguistics research articles (RAs) to acquire a comprehensive view of how knowledge is claimed in each section by incorporating nominal patterns. The corpus comprised the introduction and method sections of 16 empirical research papers featuring the IMRD format, drawn from the most recent issues of 10 ISI journals, totaling 40122 running words, from which 3150 were instances of nominalizations. Analyzing these nominalized structures with their surrounding words revealed 15 patterns which, in some cases, showed variation in terms of their frequency of occurrence in each section, that is, the preference for the exploitation of some of the patterns varied across these two sections of RAs. Results also acknowledged the greater concentration of nominalization in introductions, one per 11.3 running words, as compared with one per 15.4 running words in methods. In addition, a list of the most prevalent nominal expressions in each section was provided. The fact that each of these sections serves different purposes and has different linguistic characteristics entails utilization of diverse sets of words although from the five most frequent nominalizations in the two sections, four instances were the same. These findings suggest that nominalization is realized somewhat differently in these two constructs. Based on the findings of this study, some pedagogical implications were drawn for academic writing and reading, ESP/EAP courses, and researchers.

 Abstract

Following Swale’s pioneering contribution to the field of genre analysis, researchers interested in this area have conducted numerous studies analyzing different academic and non-academic texts for micro and macro linguistic organizations. Most studies, however, have often focused on research articles or theses in isolation. Motivated by this and focusing on the results section, this study compares two groups of texts, namely, research articles and theses in applied linguistics. To this aim, 40 samples of results sections from published journal articles and 40 samples of masters’ theses in Applied Linguistics were selected to investigate how professional and novice researchers treat reporting the results and commenting on the results, as two major moves, in their research. In so doing, a bottom up approach was deployed for the analysis as it was aimed to develop a description of these moves and to explore probable differences in the writings of the authors of published research articles as professionals and the writings of masters’ theses as novices. The findings of this qualitative and quantitative study revealed differences in the frequency of reporting the results and commenting on the results as well as the way professionals and novices evaluated and compared the results with literature, as two steps in commenting on the results move. Furthermore, it was found that professionals, compared to novices, moved from reporting the results to commenting on the results employing some transitions or introductory phrases. The findings of the present study not only equip novice researchers with the standards of writing the results section of their studies but also can be taken as guidelines for EAP instructors in designing relevant teaching materials.

The writing prompts as scaffolding devices can assist students in accomplishing new writing assignments and elicit their best writing on the topic via motivating students' thoughts and providing the writer with a discourse mode. Considering argumentative essay writing as an important genre of academic writing, this study aimed to explore the effect of writing prompts on developing argumentative essays. Thirty Iranian university students including male and female master's students of English Language Teaching and Literature of Shahid Chamran University took part in three consecutive test sessions of this research. In each test session, the students were divided into two groups: one provided with a writing prompt and the other without any prompts. Then, in total, 90 compositions were rated and scrutinized to find the possible effect of writing prompts on the students' scores and the quality of their argumentative essays. On the other hand, the relationship between the students' scores and the organization of the argumentative essays was checked based on the revised version of Toulmin's (1958) model of argument structure. The results revealed that writing prompts did not have any remarkable effects on the students' scores and the quality of their argumentation. Yet, regarding the six elements of the Toulmin's model, a strong positive relationship between the groups' scores and the frequency of occurrence of elements was detected. Contrary to the researcher's expectations about the motivating functions of the writing prompts, the findings of this study implied that in the Shahid Chamran University context, the writing prompts did not improve the quality of students' writing hence no change in the argument structure. Further research is needed to identify features which may influence writing performance and improve argumentation.

In view of the role writing plays in people's academic, vocational, social, and personal lives, the development of students' ability to write is one of the major schooling priorities. Hence, a major common challenge has been adopting, inventing, or practicing innovative and pedagogically sound strategies to teach writing in L2. Given that discourse topic constitutes an essential level of organization in discourse, this study aimed to explore whether manipulating the discourse topic or lack thereof affects EFL students’ writing. To this end, 36 BA English Language Translation students who were picked up for this study based on their instructional background in L2 writing were assigned three topics for their writing assignments in three separate sessions during which one of the groups of students was given the freedom to manipulate the topic and make minor changes to direct their writing toward their best own potential while the other group maintained the topic and enjoyed no freedom to manipulate. The effect of such an option as a move on EFL learners' true manifestation of writing ability as well as how the groups' performances vary comparatively was scrutinized quantitatively and qualitatively. The results revealed no statistically significant difference between the groups' performances. However, the qualitative analysis of the EFL students' written texts indicated that the groups, in some cases, performed differently in terms of arrangement of the rhetorical functions and the tendency toward dominating some certain functions.
 

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore the frequency and nature of communicated requests for (non) verbal goods and services in the dialogues of the textbooks and movies. Five advanced-level English language textbooks, namely American Headway (Soars & Soars, 2010), Cutting Edge (Cunningham & Moor, 2005), Discussions A-Z (Wallwork, 2005), Landmark (Haines, 2008) and New English File (Oxenden & Latham-Koenig, 2014), were selected for this study. The textbooks’ utterances were evaluated on six criteria deriving from research on speech act theory, politeness, and conversation analysis. These included whether and to what extent the textbooks discussed the forms and face of requests, the context of request occurrence, the nature of the devices through which the requests are mitigated, and explained second pair parts and multi-turn request forms. The dialogues of eight English movies, namely Broken City, The Girl Next Door, The Lucky One, The Roommate, Morning Glory, My Sister’s Keeper, Non-Stop and Pride and Prejudice, were also analyzed based on the same criteria. The study found that compared to the request strategies of the movies, the textbooks did not generally deal with various and adequate samples of the strategies of requests for (non) verbal goods and services, and some criteria are actually presented through very inadequate examples such as transactional context of request for verbal goods and services and negative face of requests for nonverbal goods and services. The results of the analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks should improve their lessons on requests by using pragmatics research and authentic examples as a guide.

This study investigated the role of using English subtitles, Persian subtitles, or no subtitles with an English language soundtrack in the summary writing of Iranian learners of English. A total of 30 students studying at a language institute, Ahvaz, Iran, were selected from 90 students. They were screened by applying a language proficiency test and were selected as the homogeneous sample of the study. Then, they were randomly divided into three groups (English, Persian and No subtitles groups), and they had to watch the same film but each one with a different subtitling option. Each group consisted of 10 students. Such variables as sex and age were not controlled in the selection of the participants. The video material used in this study was Planet Earth which is a British television series (2006) produced by the BBC Natural History Unit. Two episodes of these series were selected for the study. The episodes were each an hour in length, which illustrates a journey around the globe and reveals the effect of gradual climatic change and seasonal transitions en route. In each section of the episode, the life of an animal is depicted which lasts 10 minutes. The students viewed only one of three treatment conditions: English subtitles, Persian subtitles, or no subtitles. After each viewing sessions, they were asked to write a summary of the episodes of the DVD. Holistic scoring, as suggested by Cohen (1994), was used to rate their summary writings. The statistically significant results revealed that the English subtitles group performed at a considerably higher level than the Persian subtitles group, which in turn performed at a substantially higher level than the no subtitles group on the listening test. The study concludes with a discussion of the pedagogical, theoretical and practical implications of using multilingual subtitles in a variety of ways to help learners of English to improve their writings. Further research in this area involving the use of various films and subtitles is needed.

Abstract

Throughout years, after Swalesʼs pioneering contribution to the field of genre analysis, constellations of studies analyzing different sections of various genres, including academic and promotional genres, have been carried out. Most genres and their variations, however, have often been analyzed comparatively or in isolation. Nevertheless, the function of interdiscursivity has been significantly unnoticed. One of the neglected genres in applied linguistics is textbooks, especially their introductory sections, which require further explorations. Motivated by this need, the present study attempted to scrutinize three realizations of academic book introductions, namely, Preface, Introduction, and Foreword in terms of their functions and potential generic structures in the light of genre theory as argued in Swales (1990) and Bhatia (1993). Moreover, the study aimed to investigate the phenomenon of genre-mixing as an interdiscursivity element across the above-mentioned text genres. In so doing, bottom up processing as an approach to move analysis was adopted to achieve a less biased view of the nature of these variations of academic introductory genres and grounded theory as a method for qualitative analysis was selected for data collection and textual codification of the data as well, in order to proceed systematically in developing potential generic models. The data, which comprised three separate datasets with the total number of 75 text samples extracted from applied linguistics textbooks, were also examined to identify the possible statistical variations in exploiting the moves across the three datasets under study. The findings of the study revealed almost similar schematic frameworks for the three different manifestations of academic book introductions. However, differences also bulked large in terms of two moves which were statistically different as well. Moreover, examining meta-discursive devices and rhetorical features across the three datasets indicated the ways in which book introduction writers successfully appropriated generic resources and mixed a promotional purpose with an informative purpose. The findings of this study not only benefit the writers in the compilation of a successful introductory section for their textbooks in applied linguistics, but also can be used as guidelines to feed ESP pedagogy in terms of curriculum and syllabus content and design.
 

Abstract
Today, studying tourism discourse has become pervasive among scholars in the field of text analysis. Many studies have addressed the language of tourist brochures from different perspectives. None of these works, however, has examined the verbal content of travel brochures from the point of view of Appraisal Theory, a gap this study aims to bridge. The functions appraisal strategies, as an offshoot of the broad framework of Systemic Functional Linguistics, serve in the discourse of tourism as well as the resources for the coding of these strategies in texts are the major questions this study aims to answer. To do so, the ways in which appraisal strategies are exploited in tourism discourse are examined and the variations with which different appraisal resources are deployed as well as the lexico-grammatical resources for the construal of these strategies are spotted and analyzed within the dataset which comprised 50 e-brochures released by tour operators across the United States within the period 2012 to 2013. First, the data were examined quantitatively to identify the statistical variations in utilizing appraisal strategies in tourist brochures. The preferences for lexico-grammatical resources for the construal of these strategies were also detected in light of a qualitative analysis. The results of the study revealed that the discourse of travel brochures is replete with appraisal strategies. The differences observed in the patterns used for the construal of appraisal strategies in brochures were illustrated and exemplified. Finally, four themes which were evident throughout the brochures were introduced along with attitudinal lexis as well as the resources of engagement and graduation deployed to construe each theme. Different systems and subsystems within the appraisal model were shown to serve as strong tools in promoting various aspects of tourist destinations. The findings of this study not only benefit the stakeholders within tourism industry in the construction of successful brochures, but also can be used as guidelines to feed the Business English and ESP pedagogy in terms of curriculum and syllabus content and design.