Contrastive rhetoric

Scientific novelty of the master's dissertation; 
This master‘s dissertation first discusses contrastive rhetoric in uzbekistan 
today-where we are-and later shows where we could go. Thus, it identifies the gaps 
and shows how we can move to fill them. With this vision for mapping we 
analyzed new directions for intercultural rhetoric.
Methods of master's dissertation: 
In a study involving CR, the issue of what is understood by the term culture 
is inevitably raised. It is beyond the scope of this paper to enter into a discussion of 

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the various definitions of culture but it is important to take into consideration the 
recent shift in the way culture is defined and understood in applied linguistics.
 
Theoretical and practical significance of the master's dissertation; 
The theoretical basis for the dissertation is contrastive rhetoric—the study of 
how one's first language influences his/her writing in a second language (English 
in this study) and the dynamic model of academic writing that calls for students' 
metacognition instead of prescriptive pedagogies.
 
This master‘s dissertation takes a careful look at text analysis, the root of 
contrastive rhetoric. Text analysis can provide a window into culture if we 
consider texts as venues for performing cultural, cross-cultural, and intercultural 
action. This master‘s dissertation also provides an overview of ways in which a 
dynamic view of culture can enrich intercultural rhetoric. According to this view, 
textual and discourse preferences are determined via interactions among national, 
disciplinary, classroom, and individual, among other cultures.
 
The practical significance of the study is to assess the extent to which the 
students acquired culturally based elements of writing as a result of a writing 
course which explicitly addressed cultural differences. 
The findings of this research with regard to raising students' awareness of 
rhetorical features have important implications. Rather than looking at the 
transferred features as something fixed and stable in students' writings, they can be 
portrayed as flaws that can be reduced or eradicated as a result of increasing the 
EFL students' awareness of the importance of rhetoric in writing in FL and of the 
cultural, rhetorical, and linguistic differences between L1 and FL. Hence, the 
pedagogical value of CR becomes evident here. The rhetorical differences among 
languages can be used in the EFL writing classes to make the students more aware 
of such differences and, hence, reduce the transfer of L1 rhetorical features and 
increase the right use of the FL features