Evaluative functions of reporting verbs in the introductions of master theses

Abstract

Purpose of the study: This study has unearthed the serious challenges faced postgraduate students in the University of Technology in either over-using or miss-using of some reporting verbs which make their work monotonous and repetitive Methodology: The study is based on a small corpus consisting of the Introduction (henceforth LR) in 3 master theses written by students from the University of Technology who finished their Master's degree in engineering. It is important to mention here that the term” writer” is used to refer to the master student who is reporting information and ideas of the previous studies written in the same field and the term “source” refers to the person who is being reported as a reference in the study. Results: The analysis revealed the students' preference to use factive verbs more than non-factive verbs; however, they are non-willing to use counter-factive verbs in writing the Introductions. This indicates their inability to challenge existing knowledge in the field effectively. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Evaluative Functions of Reporting Verbs in the Introductions of Master Theses is presented in a comprehensive and complete manner.