T 4.1 Brainstorming

When writing an introduction for a research article, it is important to guide the reader step by step. According to Swales’ CARS model, the introduction usually follows three main moves:

1. What is known? – Begin by presenting what is already understood in the field or the general background of the topic.
2. What is unknown? – Then highlight the gap or problem that has not yet been fully addressed by previous research.
3. How and why should we fill the gap? – Finally, explain the purpose of the study, the rationale, or the hypothesis that will guide your research.

This logical flow helps readers clearly see the importance of the study and understand how your research contributes to the field.  To better understand how an introduction should be structured, let’s look at a simple model that illustrates the three essential moves in writing an introduction.

Worksheet 4.1 Match the Paragraph with the Correct Move

Worksheet 4.1 Match the Paragraph with the Correct Move

Instructions:

1. Read the following short introduction paragraphs (1–4).
2. Each paragraph represents one of the rhetorical Moves in Swales’ CARS (Create A Research Space) model for writing introductions.
   • Move 1: Establishing a Territory
   • Move 2: Establishing a Niche
   • Move 3: Occupying the Niche
3. Match each paragraph (1–4) with the correct Move.

No	Paragraph	Move
1
2
3
4

T 4.2 Individual Exploration (YIELD)

In this stage, students begin to develop their revised research outline that has been improved based on feedback from peers and the lecturer in the previous session. Each student expands the key points from their revised outline into connected sentences and paragraphs, guided by Swales’ CARS model. They are expected to:

1. Move 1 (Establishing a Territory): Write background information and general topic statements to introduce the research area, supported by relevant theories and previous studies.
2. Move 2 (Establishing a Niche): Highlight research gaps, weaknesses, or problems in existing studies to justify the need for their research.
3. Move 3 (Occupying the Niche): Present their research aim, questions, and contribution to the field.

Before writing your own Introduction section, it is important to first read examples from reputable journals to see how experienced authors begin their research articles. By reading these samples, you will become more familiar with how background information is introduced, how research gaps are highlighted, and how research aims are presented in a clear and logical flow. This activity will help you build an understanding of the structure and style expected in academic writing, giving you a model to follow when developing your own Introduction. To start, please read the two sample Introduction sections provided below.

Worksheet 4.2 Developing Introduction Paragraphs Using Swales’ Moves (1–3)

Develop your outline into paragraph drafts for the Introduction section, using Swales’ CARS Model (Move 1–3). Each paragraph should be supported by relevant theories and previous studies, with proper citations. At the end, formulate your research question(s) clearly.

 Instruction:

1. Complete the table by drafting 3–4 paragraphs of your Introduction.
2. Each paragraph must follow the appropriate Move in Swales’ model.
3. Support your writing with at least 2–3 citations per paragraph.
4. Write full references in APA 7th edition style in the last column.

 Guideline Table

T 4.3 Sharing and Discussion (TRANSFORM AND HONE)

In this stage, students exchange their drafted introduction sections, which were developed during the Individual Exploration phase. Each student reads a peer’s work carefully and provides constructive comments based on the three structural moves of Swales’ CARS model:

1. Move 1 (Establishing a Territory): Does the student successfully present the research field and justify its importance with relevant literature?
2. Move 2 (Establishing a Niche): Does the student clearly identify research gaps, controversies, or underexplored issues?
3. Move 3 (Occupying the Niche): Does the student state the purpose, significance, and formulate research questions clearly and logically?

Worksheet 4.3 Peer Review Instruction

T 4.4 Drafting and Refining (TRANSFORM AND HONE)

In this stage, students move from collaborative feedback activities toward producing an improved version of their introduction section draft. After the Sharing and Discussion stage, where students worked in pairs to give constructive comments on each other’s drafts, they now integrate the suggestions and refine their writing individually.

The main focus of this stage is to transform the initial draft into a more coherent, academically appropriate, and publication-ready text. Students are expected to:

• Incorporate feedback from peers and the lecturer into their revised draft.
• Strengthen the logical flow across paragraphs following Swales’ CARS model (Move 1, Move 2, Move 3).
• Ensure the inclusion of Research Questions clearly stated in Move 3.
• Revise citation use and references in compliance with APA 7th edition.
• Improve grammar, academic style, and clarity of argumentation.

Worksheet 4.4