A Genre Analysis Of English Education Advertisements From Appraisal Theory Perspective

English Education Advertisements play a very important role in recruiting students for education institutions all over the world.This thesis tries to analyze the generic structures of the twenty English Education Advertisements,with a view to illustrate how writers of this particular discourse fulfill their communicative purposes best,what kind of strategy choices they make,and why it is in such a case.To satisfy this aim,we adopt the approaches based on the genre study of Swales and Bhatia to explore the move structure of English Education Advertisements. Swales' move-step model is exploited to identify and describe the obligatory and optional components in the texts.Some detailed explanations are given on the arrangements of the generic structures and move distributions according to advertisers' specific communicative purposes.The research also draws on the Attitude system and Engagement system of Martin & White's Appraisal Theory to explore the interpersonal function of the English Education Advertisements on its lexico-grammatical level,which is a complementary part to the methodology of the genre study.Through move analysis,there are 7 moves identified in EEAs to serve its communicative purposes.The move structures of EEAs we work out differ to some extent in respect of the choices and arrangements of moves,reflecting the advertisers' flexible strategy shifts.Through Appraisal study,it is found that the English Education Advertisement tends to describe the content,arrangement and features of the programme in an objective way by using proper attitudinal resources and evaluative language.Few Affect and Judgement resources are found in the advertisement.A lot of Appreciation resources are used to praise the programmes highly in order to arouse the interest of potential students.Most appraisal resources are positive.And a lot of Engagement resources are used to reduce the subjectivity of EEAs and to make the advertisement appear more reliable.The findings of the study are mainly devoted to the implications for EEAs writing and students' linguistic techniques in business English writing.