Analysis of Thematic Progression in The Abstracts of Pakistan Researchers at Masters Level Abstract is a first short text appearing in the entire research communication. The academic discourse of abstract has been the focus of number of studies. Earlier studies including Graetz (1985), Kaplan (1994), Orasan (2001) and Harris (2002) have focused on abstracts of research article. However, very few studies are conducted on the genre of abstracts of thesis. The aim of this study is to investigate the genre of thesis abstracts written by Pakistani researchers at masters’ level. The study being qualitative in nature conducts textual analysis to explore the rhetorical and linguistic choices used by Pakistani researchers .The study uses two approaches: genre analysis and analysis of thematic progression. The first approach in this study is genre analysis that is Swales (2009) framework for abstract. Swales (2009) framework offers five patterns for the structural components for writing abstracts. The second approach of this study follows the tradition of Functional Sentence Perspective with a focus on Danes (1974) model of thematic progression. Danes (1974) model of thematic progression provides principles of organizing information in text. This approach offers four pattern of thematic progression in the text. The data for the present study is forty abstract obtained from two universities in the region of Rawalpindi. The textual analysis highlights the peculiar structural and linguistic choices Pakistani researcher employ in writing the abstracts. The result of the study shows the use of specified and unspecified structural moves. In terms of analysis of linguistic organization, distinct distribution of thematic progression patterns are revealed, indicating that the study of analysis of thesis abstract can shed light on the complex profile of thesis abstract and enhance the understanding and provide explicit description of abstracts. Furthermore, the approaches of this research, display potential for further research and pedagogic applications.