Speakers
Description
eaching academic writing in an EFL context is challenging because reading published papers that exemplify this genre is often beyond the students’ level of comprehension. We therefore used student-written IMRaD papers to create a rhetorical moves analysis framework, which makes the genre more accessible for students. We discuss the process used to extract moves for the Introduction and Methods sections of student-authored IMRaD papers and implications for teaching and developing teaching materials.
Keywords
genre analysis, L2 writing, rhetorical moves, IMRD research article
Short summary
Teaching academic writing in an EFL context is challenging because reading published papers that exemplify this genre is often beyond the students’ level of comprehension. We therefore used student-written IMRaD papers to create a rhetorical moves analysis framework, which makes the genre more accessible for students. We discuss the process used to extract moves for the Introduction and Methods sections of student-authored IMRaD papers and implications for teaching and developing teaching materials.
Abstract
Teaching English academic writing to 1st-year Japanese university students presents challenges due to their lack of experience with academic writing even in L1 and differences in rhetoric styles between English and Japanese. With growing emphasis on EAP education, introducing students early to academic writing fundamentals and genre-specific structures like the IMRaD format is crucial. Prior studies (Swales, 1990; Cotos et al., 2017; Lim, 2006) have analyzed rhetorical features of published research articles, but focused primarily on individual sections written by postgraduates or professional academics. Research examining L2 undergraduate writing remains limited, and a comprehensive model of moves within an entire IMRaD paper for novice L2 writers is lacking. To address this gap, we are developing a framework for teaching the IMRaD genre in a manner accessible and comprehensible to first-year L2 students. Building on the CARS model used to characterize research article introductions, this study expands its scope to analyze all IMRaD sections of student papers. Using a subset of a 15,000-paper corpus collected over 10 years in an EAP program, we conducted a move analysis to identify common patterns and challenges. Our analysis reveals that while students can replicate the basic IMRaD moves, they struggle with implementing specific steps and creating cohesive connections between sections. In this presentation we will discuss our analysis of the Introduction and Methods sections of student papers. Our findings provide a foundation for developing instructional strategies within EAP writing courses and offer a comprehensive model for researchers engaged in genre-based L2 academic writing instruction.
References
Cotos, E., Huffman, S., & Link, S. (2017). A move/step model for methods sections: Demonstrating rigour and credibility. English for Specific Purposes, 46, 90-106.
Lim, J. M. H. (2006). Method sections of management research articles: A pedagogically motivated qualitative study. English for Specific Purposes, 25(3), 282-309.
Swales, J. (2004) The research article revisited. Research genres: Explorations and applications. Cambridge: Cambridge University Press. P. 207-240.
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | Analyzing L2 Student-Authored Academic Papers Using Rhetorical Moves Analys |