A Genre Analysis of the Argumentative Essay Across Proficiency Levels in Moroccan EFL Undergaduate Students.
Author
Benraiss Khalid
Abstract
This study presents a corpus-based move analysis of argumentative essays written by Moroccan undergraduate EFL learners across three proficiency levels, utilizing the Moroccan Learner English Corpus. Applying Hyland’s 1990 thirteen-move taxonomy to 185 essays spanning Semesters 2, 4, and 6, the research examines move distribution across generic stages and rhetorical shifts across the undergraduate trajectory. Quantitative results reveal a persistent form-function gap. Structural genre-boundary markers, specifically Argument and Conclusion Markers, achieve near-universal frequency at 67.0% and 73.0%, whereas critical rhetorical Support moves appear in only 24.9% of the corpus, rising to 42.4% by Semester 6. Qualitative analysis highlights three recurrent, prefabricated formulas: a "nowadays" universal-claim frame, a bilateral framing device, and a moderation closing. These structures serve as substitutes for genuine rhetorical engagement rather than functional genre resources. These patterns are attributed to cross-linguistic rhetorical transfer from Arabic and French writing conventions, assessment washback, and a documented lack of explicit, move-level instruction in Moroccan universities. Ultimately, the findings offer vital insights for genre-based writing pedagogy, assessment design, and the broader comparative development of L2 argumentative writing in multilingual educational environments.
Keywords
move analysis, learner corpus, form-function gap, contrastive rhetoric, EFL argumentative writing, genre-based pedagogy.
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References
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