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This thesis investigates the social practice of peer review of journal article submissions written in the fields of Linguistics, Educational Linguistics and Critical Discourse Analysis (CDA). Although peer review is now by and large the only screening process that assesses the quality of submissions, detailed knowledge about this practice and its generic conventions is largely restricted to particular communities located in the Global North. Current literature on peer review has described this practice through the conventions of ‘move analysis’, developed by Swales (1990). However, knowing the broad semantic/pragmatic functions that a genre moves through does not necessarily make visible how a unique instance of that genre can be constructed by specific linguistic resources. Thus, this thesis relies on Systemic Functional Linguistics (SFL) as a fine-grained linguistic theory and more specifically the ‘Sydney school’ approach to genre analysis (Martin & Rose, 2008) to identi

New south walesMartin roseEducational linguisticsCritical discourse analysisSystemic functional linguisticsGlobal southPeer reviewSystemic functional linguisticsCommunity of practice