Speakers
Abstract section 3: Content/method
We analyzed a random sample of student-authored Results sections drawn from a corpus of 15,000 IMRaD-style papers collected over a ten-year period. Using established move-step frameworks as our guide, we coded each text for rhetorical structure. Given the diverse range of student projects—ranging from biology or physics experiments to survey-based research—we aimed to consolidate and adapt existing genre models into a unified framework that accurately represents the rhetorical moves used by student writers.
Abstract section 4: Outcomes/results
The results demonstrated that existing models target more experienced writers and are not easily interpreted by novice academic L2 writers. Existing models also do not address omissions that novice writers make, such as incorporating elements of the Discussion section into the Results section and lacking an introduction and a clear description of their data. Therefore, we developed a new model consisting of three Moves that can be used by students and teachers engaged in academic L2 writing courses to organize their Results sections in a more structured way.
Abstract section 2: Contribution/research questions
- Can any of the established models be applied to analyze and describe the Results sections of student papers?
- Does the Move/Step structure differ depending on the type of the research project?
- Can Move/Step structure be adapted to describe L2 academic papers?
- Are there any Moves/Steps found specifically in L2 academic writing?
Abstract section 1: Relevance
In project-based university academic writing courses, students are often required to write an IMRaD-style research paper in English based on the results of simple research. Academic conventions, unfamiliar to freshmen even in their L1, combined with second-language demands, pose a significant cognitive and linguistic challenge for such novice writers. Inspired by Swalesian genre-based approaches, we aim to develop more effective pedagogical strategies by analyzing student-authored texts for rhetorical moves and steps and identifying areas of mastery and difficulty. In this study, we focus on the Results section, where clarity and systematic description are crucial yet frequently problematic for L2 learners.
Abstract section 5: References
Heni, N. ., Surono, S., & Ariffin, K. (2025). Rhetorical Moves and Steps in the Findings and Discussion Sections of EFL Undergraduates’ Theses: An Analysis. AJELP: Asian Journal of English Language and Pedagogy, 13(1), 119-131. https://doi.org/10.37134/ajelp.vol13.1.8.2025
Swales, J. (2004) The research article revisited. Research genres: Explorations and applications. Cambridge: Cambridge University Press. P. 207-240.
| Title | Rhetorical Moves in Student-Authored IMRaD Results Sections |
|---|---|
| Teaching Context | College and university education |