A rhetorical analysis of mock examination essays in three disciplines-the case of Ve senior high school students

Abstract

The aim of this research was to qualitatively analyse written mock examination essays from three different disciplines (literature, business management, and biology) in Ve Senior High School. The scholarship focused on the organisational structure and two key rhetorical features (the introduction and conclusion) of students' essays, as well as their interpretation of examination prompts. The research used the theory of English for Specific Purpose, hence, Swales (1990) move analysis, Hewings (1993) and Horowitz (1986,1989) move analysis were used to examine the introduction, conclusion and examination prompts of 50 censused essays. Three heads of departments, six subjectspecific teachers, and six students were also interviewed. Analysis revealed that while most students used a five-paragraph essay structure, biology students did not use an introduction or conclusion due to the structure of their examination prompts. In addition, literature examinees preferred 2-moves to achieve their communication purposes, while business management used 3-moves. At the conclusions, both literature and business management candidates used 2-moves to achieve their communication purposes. The study contributes to the field of rhetorical analysis in academic writing, specifically in the context of Ghanaian high schools. It highlights the importance of incorporating rhetorical analysis in the curriculum of Ghanaian high schools to improve critical thinking and analytical skills among students, enhancing their writing skills, and equipping them with the necessary tools to excel academically and professionally. It is recommended that future researchers should investigate the impact of introductions and conclusions on the quality of writing in disciplinary groups.