IntroductionandClaim-makingTeachingobjectivesLearnersareenabledtoanalyzethestructureofanIntroductionandempoweredwithlinguisticresourcesforwritingtheIntroductionsectioninagraduatepaper(esp.relatedtoELT);Studentsareequippedwithpossiblesourcesofclaimmaking;Learnersareenabledtomakeaninformedchoiceofstrengthwhenmakingclaims.

Swales’genreanalysisof

movesinresearchpaperintroduction

Genre(語(yǔ)類、體裁）:astypesofgoal-directedcommunicativeevents;ashavingsharedcommunicativegoalsrecognizedbyexpertmembersoftheparentdiscoursecommunity;ashavingexemplarsexhibitvariouspatternsofsimilarityintermsofstyle,content,structureandintendedaudience.;ashavingschematicstructuresCreatinga

ResearchSpacemodel

(theCARSmodel)

Themodelcapturesthewaysinwhichacademicwritersjustifyandhighlighttheirowncontributiontotheongoingresearchprofileofthefieldbyfirstestablishingatopicfortheresearchandsummarizingthekeyfeaturesofthepreviousresearch,thenestablishingagaporpossibleextensionofthatworkthatwillformthebasisofthewriters'claims.threemainMovesfortheintroductionandanumberofStepsusedtoexpresseachmove

Move1:EstablishingaTerritoryStep1:ClaimingCentralityand/orStep2:MakingTopicGeneralizationsand/orStep3:ReviewingItemsofPreviousResearchMove2:EstablishingaNicheStep1A:Counter-claimingorStep1B:IndicatingaGaporStep1C:QuestionRaisingorStep1D:ContinuingaTraditionMove3:OccupyingtheNicheStep1A:OutliningPurposesorStep1B:AnnouncingPresentResearchStep2:AnnouncingPrincipalFindingsStep3:IndicatingResearchArticleStructureMove1（語(yǔ)步）Establishingaresearchterritory(引出研究課題）Move1abyshowingthatthegeneralresearchareaisimportant,central,interesting,problematic,orrelevantinsomeway.(optional)Move1b

byintroducingandreviewingitemsofpreviousresearchinthearea.(obligatory)通過(guò)介紹研究課題的相關(guān)情況，引起讀者的興趣這些可以通過(guò)提問(wèn)，陳述或引用名人名言等方式實(shí)現(xiàn)。

Move2

establishinganiche(suitableplace,position)

（聚焦研究課題）byindicatingagapinthepreviousresearch,raisingaquestionaboutit,orextendingpreviousknowledgeinsomeway.(obligatory)

*將討論聚焦到某個(gè)問(wèn)題或?qū)用嫔?；Thepresentstudyextendspreviousresearchinthefollowingway.firstly…Secondly…,Finally,…*討論前人研究的不足（see“implementingtask-basedlearningwithyounglearners”中的introduction）Move3

Occupyingtheniche

（介紹本研究課題）Move3a.byoutliningpurposesorstatingthenatureofthepresentresearch.(obligatory)Move3b.byannouncingprinciplefindings.(optional)Move3c.byindicatingthestructureoftheresearchpaper.(optional)

對(duì)某一課題或課題的某一方面提出新的、不同的研究方法。OutliningPaperAfinaloptionistoconsiderwhetheryouneedtoexplainhowyourtextisorganized（theoverallstructureofthepaper).Thiselementisoptionalindissertations,butbettertobeincludedintheintroductionsection.Outline1Inthefirstpart,thereisthebriefintroductionofthepurposetowritethispaperandthestructureofthepaper.Inthesecondpart,thereistheliteraturereview.Itprovidesthedefinitionofforeignlanguagelearninganxietyandsometheoriesaboutit,andthenitpresentsthemanifestationsoftheclassroomanxietyandtheinfluencefromtheanxietyontheforeignlanguagelearning.Inthethirdpart,theauthorelaboratesthecausesoftheclassroomanxiety.Inthefourthpart,theauthorintroducesthestrategiestoovercometheclassroomanxiety.Inthelastpart,itistheconclusionofthispaper.Outline2Hereisausefulexampleofanoutline,well-motivatedbytheunusualstructureofthepaper.Noticehowitusesagoodvarietyofsentencestructures.Theplanofthispaperisasfollows:SectionIIdescribesthecurrentarrangementsforregulatingexchangerateswithintheEC.

InsectionIIIatheoreticalmodelisconstructedwhichisdesignedtocapturethesearrangements.

ExperimentalparametersarethentestedinSectionIV.Finally,SectionVofferssomesuggestionsforthemodificationofthecurrentmechanism.ThecomponentsofIntroductionAgeneraldescriptionofyourstudy;Theneed/significanceforyourstudy;Theoverallstructureofyourthesis.(Wen263-264)LanguageFocus

(1)NoteparticularlythelanguageusedtoexpressMove1a.Herearesome“skeletal”examplesofstrongopeningstatements.Noticehowmanyofthemusethepresenttense.Recently,therehasbeengrowinginterestin…Thepossibilityof…h(huán)asgeneratedwideinterestin…The…h(huán)asbeenextensivelystudiedinrecentyears.Manyresearchershaverecentlyturnedto…Therelationshipbetween…h(huán)asbeeninvestigatedbymanyresearchers.Manyrecentstudieshavefocusedon…Usuallythepresenttenseisusedwhenstatingothers’researchresults.Languagefocus(2)Asweknow,someverbsandadjectivescanbeusedtocharacterizeweaknessinthepreviousresearch.Careisobviouslyneededwhenselectingvocabularyofthissort.Herearesome“negative”verbsandadjectives.Decidehow“negative”theyare.Workwithapartner.Usethekeybelow:Definitelyorstronglynegative/NeutralorslightlynegativeNevertheless,theseattemptstoestablishalinkbetweensecondarysmokeandlungcancerareatpresent______.____a.controversial____b.incomplete____c.inconclusive____d.misguided____e.questionable____f.unconvincing____g.unsatisfactoryLanguagefocus(3)CompletinganintroductionTherearesomeelementsthatcanfollowthepurposive/descriptivestatement.Whiletheseelementsaretypicallyneededinlongertext,suchastheses,dissertations,orlongandcomplexRPs，theymaynotbenecessaryinshortRPs.SecondaryAimsorFeatureInaddition,Additionally,AsecondaryaimAfurtherreasonforLanguagefocus(3)StatingValueWhataretheadvantagesanddisadvantagesofeachofthefollowingvaluestatements?Inthisway,weofferasolutiontoalong-standingprobleminEnglishgrammar.Itishopedthatthissmallstudywillreviveinterestinalong-neglectedfeatureofacademicEnglish.TheinformationpresentedshouldbeusefultoallthoseteachingacademicwritingtononnativespeakersofEnglish.StrengthofclaimsAppropriatecautionwillshowyourawarenessoflimitationsofyourownresearch!Assignment:

Readthefollowingintroductionsandmakecommentsbasedonwhatyouhavelearnedaboutintroductionwriting:

Sample11.IntroductionRepetitionisacommonphenomenonindailyconversation.Peopletendtorepeatthemselvesorotherspeakersparticipatedinthesameconversation.Therepeatedwordsmaybeseenassuperfluousandmakethelanguagedisfluent.However,theycanalsofacilitatetheconversationifusedstrategically.

Thispapertendstoresearchontherepetitionunderaspecificcircumstance,i.e.,inteachertalkinseniorhighEnglishclasses.Insuchacase,therepeatedutterancesmayhavesomedifferentcharacteristicsintermsofformandfunction,becauseontheonehand,theyarepartsofteachertalkwhichplaysanimportantroleinlanguageteaching;ontheother,thelinguisticcompetenceofthespeakersinvolvedintheconversation,i.e.,theteacherandthestudents,isutterlydifferent.Ingenuineclasses,repetitionispervasiveinteachertalk.Evidencecouldbefoundinsomeresearchesandinmyownobservationsaswell.Forexample,basedontheanalysisofthefivehours’taperecordingsondailyconversation,classroominteraction(betweenteachersandstudents)andgroupwork(amongthestudents),LiYue’e(5-7;34)finallydrawstheconclusionthatitisintheclassroominteractionthatrepetitionoccursmore,inmorevariousformsandwithmorefunctions.HerconclusionisinagreementwithwhatIhaveobservedinmostoftheEnglishclassesgivenbytheteachersrangingfromtheexperiencedonestothestudentteachers,especiallyinthoseclasseswheretheteachersfocusmoreontheinteractionbetweentheteacherandhisorherstudents.PervasiveasrepetitioninteachertalkinseniorhighEnglishclassesmaybe,manyquestionsabouttheteachers’employmentofrepetitionneedmakingclear:istheirrepetitioninteachertalkaspontaneousoneorratherastrategicpreparation?Whataretheformsandfunctionsoftherepeatedwordsandsentences?Doestherepetitionhelptoimprovetheeffectivenessoftheclassesorrathermaketheteachertalkdisfluent?Toexploretheabovethreequestions,acasestudyontheemploymentofrepetitionintwostudentteachers’teachertalkisdesignedbasedonclassroomobservationsandafollow-upinterview.Theanalysisoftherelevantdatasuggeststhatthetwopre-serviceteacherstendtorepeatthemselvesorthestudentsonthebasisofthestudents’reflectionsinclass,which,tosomeextent,improvestheteachingeffectiveness.Meanwhile,afewlimitationshavebeenuncovered.Accordingly,threepiecesofadvicefortheimprovementinskillforsomeobservedrepetitionsareofferedattheendofthepaper.AnalysisonSample1:Move1:EstablishingaTerritory:TopicGeneralizationsMove2:EstablishingaNicheIndicatingaGapQuestionRaisingMove3:OccupyingtheNicheAnnouncingPresentResearchSample2.IntroductionAsisknowntous,exemplificationmakesupasignificantpartofthewholecourseofEnglishteaching.Inclass,teachersalwaysmakeuseofexamplestosimplifytheproblemsthatstudentsmeet,linkperceptualknowledgewithconceptualknowledgeeffectivelyandthusmakethelearningofEnglishmucheasier.Soproperexamplescanalwayshelptostimulatestudentstothinkactivelyandtakedelightinwhattheyarelearning.Toteachers,itisakindofteachingskillandtostudents,akindoflearningstrategy.Attentionisatermcommonlyusedineducation,psychiatryandpsychology.Students’attentioncanbedividedintothreetypes:voluntaryattention,involuntaryattentionandpostvoluntaryattention(HanYongchang38).Undertheexam-orientededucationsituation,studentsareburdenedwiththeenormouspressurethatcomesfromteachers,parents,society,andevenfromstudents’ownthinkingoffuture.Inotherwords,thestudents’voluntaryattentionhasalwaysbeenstrengthenedandhasreachedthestagethatcannotbeaddedto.However,inclassroom,theusefulandinterestinginvoluntaryattentionhasseldombeentouchedonandbecomesoneoftheheadachesandproblemsinEnglishteaching.Asaresult,inclass,studentsalwaysfeelboredandtiredandcannotfocusonwhattheyarelearning.Therefore,itishopedthatteacherswilladoptmoreeffectivewaystomaintainthestudents’involuntaryattention.“Teachersshouldtrytofocuslearners’attentionspecificallyonthetargetlanguageandmakethemostofthelanguageknownasinput”(Bastone273).Basedontheclassroomobservation,theauthorsuggestsonepossibleway:Usingproperexamplestomaintainthestudents’involuntaryat