英語(yǔ)寫(xiě)作-unit6-CARS-MODEL--SIMPLE-VERSIONAreyousatisfiedwithyourproposal,especiallytheintroductionsection?SWALES’CARSMODELINWRITINGANINTRODUCTIONTeachingObjectives

Attheendofthislesson,youwillbeableto

knowtheimportanceofintroductioninaRP.knowwhatistheCARSmodel.

knowtheimportanceoftheCARSModelinintroduction.

knowthestepsinthemodel.analyzetheIntroductionpartbyapplyingthemodel.applythemodelintheintroductionpartforthelaterresearchpaperwriting.

TheLogicalConnectionamongRP–

Genre–Introduction

RESEARCHPAPER–Genre-[IMRD]IntroductionoftheRP

-

Subgenre-

ElementsofIntroduction1/15/202361.Context2.Focus3.JustificationPurposeofIntroduction●Istocreatea

researchspaceforthewriter(CARS)(Swales,2004;Swales&Feak,2004)1/15/20237WHATISCARS?ItisanacronymofC–reateA–aR–esearchS-paceWHATISCARS?ItisamodelpioneeredbyJohnM.Swalesin1981

whoinvestigatedintroduction

sectionsofresearcharticles(RAs).SwalesnamedthisasCreateaResearchSpace(CARS)andidentifiedthetypicalmovesintheorganization.10JohnMalcolmSwales?Linguist?Bestknown-genreanalysis?Application-Rhetoric.Discourseanalysis,EAP,ESPandinformationscience.DEFINITIONOFGENREA

staged,structured,

communicativeevents,motivatedbyvariouscommunicativepurposes,andperformedbymembersofspecificdiscoursecommunities.(Berkenkotter&Huckin,1995;Bhatia,1993,2004;Swales,1990)EXAMPLESOFGENRE1/15/202312?Researcharticle,conferenceproposal,businessreport,grantapplication,lettertotheeditor,referenceletter,thesis,dissertation...

CanyounamesomemoreexamplesofGenre?MoreExamplesproposallectureseminarabstractsgrantproposalslaboratoryreportstextbooksletterseditorials...Genresets:abstractandintroductionintheresearchpaperGenresandsubgenres:Review>bookreview,filmreview,CDreviewPromotionalwriting>salesletter,tourist

brochure

>ads,prospectusWhyINTRODUCTIONisSoImportant?OpeningparagraphProductionofacademicpaper-thenecessityofgettingstartedisINTRODUCTIONakeyfactorinsharingknowledgefromresearchwithpeersIntroductionSectionasaProblem?

ManyL2writersperceivedwritingintroductionsasthemostdifficultsectiontowrite.(Flowerdew,1999;Shaw,1991;Swales,1990ascitedinJogthong,2001)Twomainreasons

(Swales)1/15/2023171.theneedtoattractanaudience2.theneedtocompeteforacceptanceandrecognition.1/15/202318CreateaResearchSpace(CARS)providesastructurebasedonRAsintroductionbasedonthesearchthatRAintroductionsisa

hierarchicallyorganizedtextcontainingthreeobligatorymoves…THREEMOVES1/15/202319Move1ToestablisharesearchterritoryMove2ToidentifyanicheorgapintheterritoryMove3

Tosignalhowthetopicinquestionoccupiesthatniche

EachmovehasanumberofstepsIntroducesthetopicanddiscussesitsimportanceDescribesthecurrentsituation,featuresandcharacteristicsofthatareaofstudyMove1EXAMPLE1/15/202321?Multiplestudiessuggestthatwriterspreferaudio-tapedfeedbackontheirwritingtotraditionalhandwrittencomments(Dragga,1991;Neuwirthetal.,1994;Pearce&Ackley,1995;vanHornChristopher,1995).MOVE11/15/202322EstablishingaNiche(citationpossible)STEP1A–(Obligatory)indicatingagap(or)STEP1B–Addingtowhatisknown(or)STEP2–PresentingpositivejustificationMove21/15/202323Writersfind“niche”byshowingthatpreviousresearchisnotcompleteortherearestillaspectsofresearchfieldthatrequirefurtherexaminationThemostcommonwayistopresentanegativeevaluationofsomefeaturesofresearchterritorydescribedinMove1.

InMove2EXAMPLE1/15/202324?However,thesestudieshaveprimarilyobservedtechnicalandbusinesswriters.Moreover,thesestudieshavenotcomparedstudents’perceptionsofaudio-tapedcommentswith“l(fā)ive”formsofteacherfeedbacksuchasstudent-teacherconferences.MOVE21/15/202325

Byindicatingaknowledgegap,thewriterbuildsupa“demand”forthecurrentcontribution.

Essentiallythegap-represents

unresolvedquestionwhich

current

contributionseekstosolve”

thekeymove

-“hinge”thatconnectM1&M3

(Swales&Feak,1994,p.185)InMove2

OCCUPYINGTHENICHE1/15/202326Step1(Obligatory)-Announcingpresentresearchdescriptivelyand/orpurposivelyStep2

(Optional)–Presentingresearch questionorhypothesesMove3INMOVE31/15/202327●writerstateshows/heintendstofillthegapbyannouncingpresentresearch(obligatory)●

describeswhats/heconsiderstobethemainfeaturesoftheresearch.EXAMPLE1/15/202328?Toassessthepossibleeffectsofdifferentformsofteacherfeedbackinageneralcompositionsetting,thisstudyasksstudentsenrolledinavarietyofEnglishwritingcoursetoranktheirpreferencesofdifferentformsoffeedback.MOVE3Practice

AnalyzetheintroductionsectionbyapplyingtheCARSmodel.GroupWork

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