Khelifi, NihelBouri, Hadj2018-10-312018-10-312018http://hdl.handle.net/123456789/5958There is a recognized need for sophisticated pedagogy to come over the problems that encounter EFL students, and enhance their research writing performance. A growing body of evidence suggests the integration of genre analysis pedagogy, and research writing teaching. Most studies in the field of genre-based analysis have only focused on the rhetorical structure as their first aim. This study is exploratory in nature; it set out to discover if post-graduate students made use of the essential rhetorical moves of an abstract, and followed their succession, also it establishes the use of verb tenses, and verb choice along the abstracts. The analysis based on the five-move theory the IPMPrC proposed by Ken Hyland (2002) which was specially designed to examine the rhetorical structure of abstracts of articles. Admittedly, there was an examination of whether the abstracts include the essential moves with their sequential, or not in addition to identify the features that stood in each move; which are the tense, and the verb choice according to Hyland(2004). Evidence is presented which shows that most of post-graduate students did not follow, and include the essential moves, as well neither verb tenses nor verb choice. The result of these investigations suggests that there is a serious need for pedagogy-oriented abstracts, i.e. genre-based pedagogy.enRhetorical structureFunctional systemic linguisticSystemic relevanceCorpus LinguisticOther