Abstract:
This article explores the linguistic characteristics of educational marketing discourse within higher education, examining how universities craft institutional identity through strategic language. Drawing on genre theory, phonological analysis, lexical profiling, and pragmatic frameworks, the study identifies how promotional texts blend informational and persuasive elements across formats. By analyzing rhetorical structures, syntactic patterns, and semantic choices, the article maps a genre framework for assessing institutional discourse. It concludes by outlining future research directions including corpus-based genre comparison, ESP adaptation, and multilingual promotional analysis—advocating for deeper inquiry into academic language as a performative tool for stakeholder engagement and institutional branding.
