This paper investigates the rhetorical organization of the introduction sections of English and Chinese research articles in the field of educational psychology. The study reported in this paper adopts Swales's (1990Swales's ( , 2004 framework of move analysis. In general, the findings of the present study reveal that there are similarities and differences between English and Chinese research article introductions in terms of the employment of moves and steps. It is suggested that the rhetorical differences reflect some of the distinctive characteristics of the two different cultures, English and Chinese. The findings of the present study have both theoretical and pedagogical implications.

This study investigated the rhetorical organization of Malay and English research article discussions. A move analysis was carried out for the two sets of data of the present study based on a modified version of Peacock's model for the discussion section. For this purpose, a total of 40 research article discussions restricted to empirical studies (20 from each corpus) were randomly selected from journals in the field of education. Results show that Malay discussions are more context dependent while English discussions are more context independent and standalone. In addition, compared with its Englishlanguage counterparts, the fit between Peacock's model and Malay discussions is partial. This phenomenon may be due to the preference for rhetorical concepts and values in the local writing community. The findings have pedagogical implications in an English for Academic Purposes classroom.

In this paper we draw attention to an innovation, mixed sex grouping, which is increasingly featuring in the secondary school PE curriculum. The discussion considers the motivations which underpin this organisational change and examines what it means for the professional identities of teachers and their classroom practices. The paper also focuses on the process of differentiation in PE classrooms and suggests that in some circumstances innovations of this sort can exacerbate rather than attenuate childrens and teachers stereotypical attitudes.

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