Genre in academic writing

GENRE IN ACADEMIC WRITING

Some academic genres

1. Research Articles

2. Grant Proposals

3. Reference Letters

4. Conference Proposals

5. MA dissertations

Sample Format of Research Article

Sections Rhetorical Function

Introduction Establish research topic and justify need for more research

Literature Review

Demonstrate current knowledge of research and develop research questions

Methods Describe approach to answering research questions

Results Describe data gathered via approach

Discussion Provide answers to research questions based on data gathered

Conclusions Evaluate research and make deductions for the future

Genre Analysis: The CARS Model(Swales, 1990)

Move and step analysis of introductions to research articles: the CARS (creating a research space) model.

1. Move 1: Establishing a territory• Step 1: Claiming centrality and/or• Step 2: Making topic generalizations and/or• Step 3: Reviewing items of previous research2. Move 2: Establishing a niche• Step 1a: Counter claiming or• Step 1b: Indicating a gap or• Step 1c: Question-raising or• Step 1d: Continuing a tradition• Step 2: Presenting positive justification3. Move 3: Occupying the niche• Step 1a: Outlining purposes or• Step 1b: Announcing present research• Step 2: Announcing principle findings• Step 3: Indicating Research article structure• Step 4: Evaluating findings

-show that the general research area is important, central,

interesting, problematic, or relevant in some way. introduce and review items of previous research in the area.

-indicate a gap in the previous research by raising a question about it, or extending previous knowledge in some way.

- outline purposes or stating the nature of the present research.indicate the structure of the RA.

Identify the moves in the following introductionUse Of A Writing Web-Site By Pre-Masters Students On An English for

Academic Purposes Course _ J. Gillett, University of HertfordshireIntroduction 1During the past 10 years, the availability of computers in educational

institutions has increased dramatically (James, 1999). 2Progress in computer development has been made to the point that powerful, inexpensive computers with large capacities are available in many classrooms and libraries for student use. 3Many students also have purchased and are purchasing computers for their own use at home. 4Most studies seem to agree that the microcomputer will continue to hold an important role in education in the future. 5For example, James (1999) and Smith (2000) suggest large increases in the numbers of computers both in educational institutions and the home in the near future. 6As far as education is concerned, Shaw (2001) identified three main uses of computers: the object of a course, an administrative tool, and a means of providing instruction. 7Fish and Cheam (2002) cite four uses of computers as a means of providing instruction: exercise, tutorial, simulation and problem solving. 8A wide range of computer programmes are now therefore available in all these areas for individual and classroom use.

9However, even though many studies have reported an increased use of computers in education, there has been very little research reported on the effectiveness of such use. 10The purpose of the present study is therefore to ascertain the effectiveness of using computer-assisted instruction as compared to traditional classroom instruction in an EAP writing class.

Sentence 1 showing importance



Sentence 4 reviewing literature





Sentence 9 indicating gap

Sentence 10 outlining purpose

Move 1

Move 2

Move 3CARS model (Swales, 1990)

REFERENCES

http://www.uefap.com/writing/genre/introd.htm

Education

Genre in academic writing