Visuals (e.g., figures) are prevalent in academic writing across disciplines, and they are usually accompanied by commentaries that summarize and/or interpret the information they contain. Commentaries on visuals have not yet been studied in terms of their rhetorical and phraseological features, and insights into these features could help novice academic writers integrate such commentaries more effectively. To address the gap, this study examined and reported on frequently employed rhetorical functions and phrase-frames for commentaries on visuals, based on a corpus of such commentaries extracted from 100 social science research reports. Specifically, the corpus was first manually annotated using a rhetorical function framework developed based on previous studies. Five- to seven-gram phrase-frames were also automatically extracted based on corpus statistics and then manually scrutinized to generate a pedagogically useful list. The finalized 169 phrase-frames were then linked to the rhetorical functions based on their occurrences and sorted accordingly in the final list. Under each rhetorical function, the phrase-frames were further categorized into specialized, semi-specialized, and non-specialized types, following previous studies. Pedagogical and empirical implications of the phrase-frame list for English for specific purposes programs are discussed.

视觉效果（例如图表）在跨学科的学术写作中很普遍，并且通常附有总结和/或解释其所包含信息的评论。视觉评论的修辞和措辞特征尚未得到研究，对这些特征的深入了解可以帮助新手学术作家更有效地整合此类评论。为了解决这一差距，本研究基于从 100 份社会科学研究报告中提取的此类评论语料库，检查并报告了视觉评论中常用的修辞功能和短语框架。具体来说，首先使用基于先前研究开发的修辞功能框架对语料库进行手动注释。还根据语料库统计自动提取五到七克的短语框架，然后手动检查以生成教学上有用的列表。然后，最终确定的 169 个短语框架根据其出现次数与修辞功能相关联，并在最终列表中进行相应排序。根据前人的研究，在每种修辞功能下，短语框架进一步分为专业、半专业和非专业类型。讨论了特定目的英语课程的短语框架列表的教学和实证意义。根据之前的研究，短语框架进一步分为专业、半专业和非专业类型。讨论了特定目的英语课程的短语框架列表的教学和实证意义。根据之前的研究，短语框架进一步分为专业、半专业和非专业类型。讨论了特定目的英语课程的短语框架列表的教学和实证意义。