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Part One：Overview2

Chapter 1 Introduction：the Problem Preliminaries2

1.1 Origins and Objectives of the Present Study2

1.2 Resources,Data Rationale and Terminology in the Present Study4

1.2.1 Persuasion in the Sense of Rhetoric,Genre and Linguistics4

1.2.2 A Genre-based View of Discourse Analysis and the Promotional Genre Colony9

1.2.3 Rhetorical Persuasion as a Socio-semiotic Discourse Act14

1.2.4 Evaluation as a Functional Language Phenomenon16

1.2.5 A Local Grammar21

1.3 Methodology：A Discourse Analytic Approach Combined with Corpus-based Studies of the Functioning of Language23

1.4 The Organization of this Dissertation26

Chapter 2 Literature Review：Positioning the Study in an Interdisciplinary Landscape30

2.1 Burkology：Unending Conversation and Application30

2.2 Persuasion as Genre34

2.3 Persuasion as Evaluation39

Part Two：Theoretical Rationale Construction54

Chapter 3 Beyond Deconstruction：Analyzing Socio-semiotic Motives of Persuasion as Discourse Act54

3.1 Introduction54

3.2 Deconstructing the Dynamics of Motives in Persuasion as Discourse Act56

3.2.1 A Burkean Perspective：Human's Dual Relation to Symbolic Action and Symbolic System56

3.2.2 The Dynamics of Pentad and Ratios in Persuasion57

3.2.3 The Determination of Terministic Screens on Motives Appeal63

3.3 Reconstructing the Socio-semiotic Motives in Persuasion as Identification66

3.3.1 Socio-semiotic Motives in Persuasion as Identification67

3.3.2 Identification：Beyond Traditional Persuasion72

3.4 Conclusion74

Chapter 4 Persuasive Interdiscursivity in the Promotional Genre Colony76

4.1 Theoretical Foundations Scaffolding the Dynamics in Generic Operation76

4.1.1 Four Perspectives on Language that Provide Orientation for Genre Studies76

4.1.2 Genre—Sites of the Centrifugal and Centripetal Forces at Work in Rhetorical Community80

4.2 The Promotional Genre Colony：A Paradigm of Integration83

4.2.1 Dynamics in Real World Discourse Challenging Stability in Genre Analysis83

4.2.2 The Promotional Genre Colony：Assimilation and Colonization85

4.3 Topology：An Interdiscursive Rationale Along Parameters91

4.3.1 Topology：A Borrowed Methodology in Contrast to Typology91

4.3.2 Interdiscursive Parameters Defining the Topology of the Promotional Genre Colony94

Chapter 5 Appraisal：Intersubjective Evaluation in Action102

5.1 Key Tenets in SFL Theory Underpinning Appraisal Theory103

5.1.1 Language as Socio-semiotic and Semantic Diversification103

5.1.2 Modeling Language in Context103

5.1.3 Stratification in Language and Context104

5.1.4 Modeling Tenor and the Interpersonal107

5.2 The Diachronic Evolution of Appraisal Theory110

5.3 Key Aspects of Appraisal Theory111

5.3.1 Attitude：Intersubjective Affectual Evaluation112

5.3.2 Engagement：Evaluation as Heteroglossic Interaction118

5.3.3 Graduation：Evaluation as Scaling123

Chapter 6 Persuasion：A Three-dimensional Discourse Semantic Construction127

6.1 Defining Persuasion as a Three-dimensional Discourse Semantic Construction127

6.1.1 Persuasion as a Grammar of Motives128

6.1.2 Persuasion as a Generic Action131

6.1.3 Persuasion as Evaluative Instantiation133

6.2 Systemic,Functional and Socio-cognitive Characteristics of Three-dimensional Model of Persuasion135

Part Three：Grammar in Action140

Chapter 7 A Persuasive Paradigm in Fundraising Letters as Macro-proposals140

7.1 Introduction140

7.2 The Persuasive Rationale of Fundraising Letters on Generic Discourse Semantic Level141

7.2.1 Genre Status of Fundraising Letters141

7.2.2 Interpersonal Stance of Fundraising Letters as Macro-proposal Genre142

7.2.3 Move Processing in Fundraising Letters146

7.2.4 A Twofold Interpersonal Stance in Fundraising Letters as Macro-proposals149

7.3 Analyzing the Local Grammar of Persuasion in Fundraising Letters150

7.3.1 Appraisal Enabling Intersubjective Identification150

7.3.2 A Corpus-based Research on Attitude Resources in Fundraising Letters151

7.3.3 Attitude：Instantiating and Scaffolding Persuasion as Three-dimensional in Fundraising Letters154

7.4 Conclusion167

Chapter 8 A Persuasive Paradigm in Macro-propositions Embedded in Macro-proposals171

8.1 Introduction171

8.2 Attitude in Macro-proposition：Scaffolding and Instantiating Meta-relations of Identification172

8.2.1 Macro-proposition：A Symbolic Action in the Construction of Persuasion as Identification172

8.2.2 Generic Organization of a Macro-proposition as Narrative174

8.2.3 Attitude：Constructing Meta-relations of Identification in Macro-proposition175

8.3 Attitude in Macro-proposition：Growth-points of Generic Organizations189

8.3.1 Preliminaries：Twofold Evaluation in Discourse190

8.3.2 Problem-solution Pattern：A Generic Pattern of Persuasion Constructed by Attitude192

8.3.3 A Text Matrix Growing from Attitude in Macro-proposition195

8.3.4 Problem-solution Pattern in Expansion：Recycling Operation197

8.4 Conclusion198

Chapter 9 A Persuasive Paradigm in RA Introductions as Macro-propositions200

9.1 Introduction200

9.2 RA Introduction：Site of Disciplinary Persuasion201

9.2.1 Academic Persuasion in Disciplinary Rhetorical Communities201

9.2.2 Disciplinary Persuasion in RA Introductions as Macro-propositions202

9.2.3 Exploring Grammar of Persuasion in RA Introductions205

9.3 A Corpus-based Research on Attitude and Graduation in RA Introductions208

9.3.1 Preferences of Inscribed Attitude in RA Introductions210

9.3.2 Graduation：Aligning Readership through Positioning Academic Actions on Clines214

9.4 Analyzing Multi-dimensional Persuasion in RA Introductions225

9.4.1 Scene-act Ratio as Logos Appeal：Appraisals Instantiating Generic Discourse Semantics225

9.4.2 Pentad Gestalt as Ethos Appeal：Disciplinary Persuasion Realized as Grammar of Motives236

9.5 Conclusion238

Chapter 10 A Persuasive Paradigm as Negotiating Identification in Disciplinary Heteroglossia243

10.1 Introduction243

10.2 Identification：Engaged in Heteroglossic Discursive Construction of Solidarity243

10.3 An Engagement Framework in Disciplinary Persuasion248

10.3.1 Monoglossia249

10.3.2 Dialogic Expansion Construing Heteroglossia：Entertain251

10.3.3 Dialogic Expansion Construing Heteroglossia：Attribution254

10.3.4 Dialogic Contraction Construing Heteroglossia：Disclaim260

10.3.5 Dialogic Contraction Construing Heteroglossia：Proclaim265

10.4 A Case Study of Identification as Engagement in Disciplinary Heteroglossia272

10.5 Conclusion287

Part Four：Epilogue292

Chapter 11 Conclusions,Contributions and Directions for Further Research292

11.1 Introduction292

11.2 Major Research Findings293

11.2.1 Persuasion：A Three-dimensional Discourse Semantic Construction294

11.2.2 Model in Actions298

11.3 General Contributions of this Study309

11.3.1 Contributions to Interdisciplinary Theoretical Developments309

11.3.2 Contributions to Pedagogy in ESP and EAP316

11.4 Further Directions for Research318

Appendix Ⅰ FR Data：Analyses of Attitude321

Appendix Ⅱ RA Introduction Data：Analyses of Graduation and Inscribed Attitude337

Bibliography347