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Educational discourses, or to be more specific, universities' introductory discourses have not been studied from the contrastive perspective using critical genre analysis theories. This study uses Fairclough's framework of discourse analysis to take a corpus-based contrastive study between the Chinese and global universities' introductory discourses from three aspects. Firstly, the textual dimension will be explored using the corpus-based approach. Secondly, it studies from the discursivedoi:10.17265/2160-6579/2018.05.005 fatcat:zfezsei6orh3jouwr2kobxztom