Chiara Pennacchini, etc. (You followed my example last time and gave me full details about the paper: why not this time?)

In green are the explicit connectives (other than “but”, “and” etc.). The more green you see, the easier the paper is to follow and understand.

Which Englishes have a “norm providing” status?

According to Kachru¹, among all the Englishes in the world, just the Standard (or Southeast) British English and General American have a “norm providing” status (it could be useful to say note that also the Cultivated Australian has a “norm providing” status because it affects the New Guinea).

Kachru divided the Englishes in of the world into three circles, as that is to say Inner, Outer and Expanding circle. The first one, the Inner Circle, is made up of countries in which English is considered the Mother Tongue language, like the UK, the USA, Australia, Canada, Ireland, New Zealand, South Africa, but, as was already said, just the first two affect the way in which English is written and spoken around the world and, moreover, these countries have created and developed language norms,; this is the reason why they are called “norm providing”.

The second circle, the Outer Circle, absorbs all the countries, like India, Singapore, the Philippines, Nigeria, Kenya and so on, that can be considered “Norm Developing”, as that is to say here English is not the Mother Tongue Language, but for historical and social reasons, it is considered one of the national languages. They are “norm developing” simply because, starting from the lexical and grammatical rules of British English (it is right to consider it these phenomena as “British” because of the influence of the British Empire in the period of Colonialism), they begin to create and homologate their own grammar and lexis in connection with their own cultural behaviors.

The last circle that Kachru took into exam consideration is the Expanding Circle. It involves all the countries in which English is seen as a “foreign language” and in which it doesn’t play any particular political or historical role. It carries out just economic and learning educational functions. This circle takes into account practically the rest of the world: China, Japan, Russia, almost all the Europe, Egypt and so on. Studies Kachru considers this circle a “Norm Dependent” circle to the extent that here English doesn’t develop anything in any way and it is based on the norms of one of the varieties in the Inner Circle.

Through Kachru’s work, it is clear that it there doesn’t exist just one a single type of English around the world, but different varieties of the same language belonging to the same language family with a strict distinctive use and status.

What Kachru doesn’t mention is the fact that, by describing Englishes in the world in this way, he makes a hierarchy of them, giving a higher status to the Inner Circle and a lower status to the rest.

[Very good observation] It could might be better to say, as Boylan² maintains, that every English tries to answer to different wills to mean in its own way, so every English has its own particular status that has to be considered important in its own right, no matter who speaks what variety.

As for the rhetorical structure, your paper meets general Anglo criteria perfectly: you give the answer immediately, then offer the essential supporting/clarifying information, then give the background and, finally, conclude with a recap and prospects for future study or discussion. This is what a university paper should be like, in the Anglo world.