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In order to learn, explain, investigate, examine.... (specific research question)

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In order to learn, explain, investigate, examine.... (specific research question)

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Which is significant because... (why is this topic important/valuable? What is going on in 2020 that makes this topic important? See phrases in the right column to help describe why this is important.)

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Which is significant because... (why is this topic important/valuable? What is going on in 2020 that makes this topic important? See phrases in the right column to help describe why this is important.)

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The method I will use is.... (be specific about texts and sources you will use to answer your RQ) )

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The method I will use is.... (be specific about texts and sources you will use to answer your RQ) )

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I expect to find that...(my hypothesis is)...

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I expect to find that...(my hypothesis is)...

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Implications: My study will help... (who can benefit your results and how?) (See phraseology in the right columns to help you frame your implications statement.

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Implications: My study will help... (who can benefit your results and how?) (See phraseology in the right columns to help you frame your implications statement.

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Phrases to use in writing The first half of your abstract A (6) (1)

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Outlining possible applications and implications of your work (5) (1)

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Swales' Model of Rhetorical moves in Research Articles: Create A Research Space (CARS)

The CARS Model (Create a Research Space), by John Swales

According to Swales, research writers frequently use three rhetorical moves to create a context for their work. These moves can happen both in the introduction of a piece, as well as on a larger scale, throughout the research paper/proposal/document:

MOVE 1: Establishing a Territory (Annotated Bibliography/Literature Review)

Writers demonstrate the relevance or importance of their research topic (exigency)

Ask yourself: "Why is my research important in this current moment of 2016 - politically, socially, historically?" Then

Example phrase: "In recent years, researchers have become increasingly interested in..." "A central issue in ______ is..." "Many recent studies have focused on..."

Writers selectively synthesize and review previous work in a literature review

Imagine that all past research on your topic is an ongoing academic conversation that you need to understand fully before joining in; then, to structure your synthesis, ask yourself: "What would X author say to Y author? Does X author extend Y author's research, or does she critique it, etc.?"

Example phrase: "Much research has examined ______, though different conclusions have been made."

MOVE 2: Establishing a Niche (Rhetorical Prospectus)

Writers show there is 1) some kind of gap, shortcoming, or limitation in existing work, or 2) that some extension or verification is required

Imagine that you now understand the conversation, and you see some limitation or place where extension is needed; join the conversation to make the limitation or need for more research clear.

Example phrases: (limitation) "However, these studies have failed to recognize the..." or (extension) "X...has been extensively studied. However, less attention has been paid to..."

MOVE 3: Occupying the Niche (Research Proposal)

Writers show how their work resolves (or, in the case of a proposal, will resolve) the gap, shortcoming, or limitation in existing work or that it successfully extends or verifies past research

Imagine that you now have everyone's attention, and that you must explain to fellow scholars how your ideas will add or move the conversation forward.

Example phrases - for proposal: "The purpose of this investigation is to..." or "To focus my research, I will ask the following questions..."

Example phrases - for research article or dissertation introduction: "The remainder of this paper is divided into five sections. Section 1 describes..."

Works Consulted:

Swales, John M. Genre Analysis: English in Academic and Research Settings (1990)

Swales, John M. and Christine B. Feak. Academic Writing for Graduate Students (2008)

[Adapted by Lisha Storey, May 2015]

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Swales' Model of Rhetorical moves in Research Articles: Create A Research Space (CARS) According to Swales, research writers frequently use three rhetorical moves to create a context for their work.

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Here we are going to develop your skills in understanding and persuasively explaining the value of your research in an abstract and in the introduction to your paper.

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Here we are going to develop your skills in understanding and persuasively explaining the value of your research in an abstract and in the introduction to your paper.

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Think about your research in Assignment #1. What problem are your addressing? What is the scope of that problem? What do you expect to find? And who can benefit from your findings?

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Think about your research in Assignment #1. What problem are your addressing? What is the scope of that problem? What do you expect to find? And who can benefit from your findings?

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Finally, in the last column, you will find the Swales (2012) C.A.R.S. model which can be invaluable for you in writing the introduction to your Assignment #1 and your MA thesis as well! Take a look at it and use it when writing your paper. Thank you!

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Finally, in the last column, you will find the Swales (2012) C.A.R.S. model which can be invaluable for you in writing the introduction to your Assignment #1 and your MA thesis as well! Take a look at it and use it when writing your paper. Thank you!

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These phrases are meant for writing an abstract. You'll have to adapt them a bit for a project that hasn't been completed yet.

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These phrases are meant for writing an abstract. You'll have to adapt them a bit for a project that hasn't been completed yet.