A Corpus-Based Analysis of Rhetorical Moves: Insights from High-Scoring TOEFL Integrated Writing

This study explored the rhetorical organization, frequency distribution, and linguistic characteristics of high-scoring Test of English as a Foreign Language (TOEFL) integrated reading and listening-to-write argumentative essays responses. Drawing on a corpus of 100 successful essays, a qualitative, corpus-driven rhetorical move analysis was conducted using MAXQDA 2019 and guided by an adapted model from Swales (1990) and Toulmin (1958). Findings revealed five principal rhetorical moves—Introduction, Summary of Reading, Summary of Listening, Evaluation/Comparison, and Conclusion—each containing functional sub-moves essential for effective integrated writing. Frequency analysis indicated consistency in essential moves, such as presenting the topic (89%), stating the thesis (73%), summarizing the main reading ideas (100%), presenting lecturer counter-claims (100%), and restating key contrasts in the conclusion (91%). Linguistic analysis through AntConc 3.5.8 was interpreted using an adapted framework of Halliday’s (1994) systemic functional linguistics, showing that introductions predominantly used formal academic nouns, modals, and stance verbs to present topics and thesis statements. Meanwhile, summaries of reading and listening employed reporting verbs, domain-specific terms, and contrastive language alongside a mix of present tense, passive constructions, and conditional clauses to achieve clarity and coherence. Pedagogically, the results highlighted the importance of teaching move-based writing strategies that prioritized clear topic framing, objective summarization, and effective contrast while treating explicit evaluation and interpretive insight as optional enhancements.