Speakers
Description
This study examines how first-year Japanese university students write the Methods section of IMRaD-style research papers in an EAP course. Using a Swalesian genre-based approach, we analyzed a sample of student papers to identify rhetorical moves and steps. Findings highlight challenges in structuring procedural descriptions and integrating visual elements, which existing genre models do not address. The results inform the development of multimodal instructional strategies to improve academic writing pedagogy for novice L2 writers.
Summary
This study examines how first-year Japanese university students write the Methods section of IMRaD-style research papers in an EAP course. Using a Swalesian genre-based approach, we analyzed a sample of student papers to identify rhetorical moves and steps. Findings highlight challenges in structuring procedural descriptions and integrating visual elements, which existing genre models do not address. The results inform the development of multimodal instructional strategies to improve academic writing pedagogy for novice L2 writers.
| Teaching Context | College and university education |
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