Academic Writing Section B Presented by Fatemeh Zununi
Academic Writing Section B Presented by: Fatemeh Zununi Spring 2020 Held in RDDC
B: CARS model by Swale 1. 2. 3. 4. 5. 6. 7. Paragraphs Thesis statement Topic sentence CARS model by Swale The moves in introduction The moves in abstract Final example
Common mistakes q. Wordiness q. A vague or missing thesis statement. q. Informal language. q. Description without analysis. q. Not citing sources.
1. Paragraphs Thesis statement Introduction Topic sentence Body Restating thesis statement Conclusion
Topic: smoking is good for your health. • Thesis statement Although it is thought smoking is bad for our health, new research shows it prevents the Alzheimer.
Body: one paragraph • Topic sentence Disadvantages of smoking
Body: one paragraph • Topic sentence Smoking is advantageous.
A move : • is a section of a text that performs a specific communicative function. • has its own purpose. • and contributes to the overall communicative purposes of the genre. moves : • represent semantic and functional units of texts that have specific communicative purposes. • have distinct linguistic boundaries that can be objectively analyzed. Moves can vary in length, but normally contain at least one proposition. Steps: multiple elements that in combination realize the move.
Swales’ three-move schema for article Introductions Create a Research Space (CARS) Move 1 Establishing a territory Move 2 Establishing a niche Move 3 Occupying the niche Step 1: claiming centrality Step 2: making topic generalizations Step 3: reviewing previous research Step 1 a: counter claiming Step 1 b: indicating gap Step 1 c: question raising Step 1 d: continuing a tradition Step 1 a: outlining purpose Step 1 b: announcing present research Step 2 a: announcing principal findings Step 2 b: indicating RA structure
The revised model, 2004 Move 3: Presenting the present work via: Step 1: Announcing present research descriptively and/or purposively (obligatory) Step 2: Presenting research questions or hypotheses (optional) Step 3: Definitional clarifications (optional) Step 4: Summarizing methods (optional) Step 5: Announcing principal outcomes (optional) Step 6: Stating the value of the present research (optional) Step 7: Outlining the structure of the paper (optional)
Rhetorical Moves in Abstracts • five rhetorical moves that can appear in abstracts include: 1. Introducing background or problem; 2. Presenting current research with justification and/ or purpose; 3. Describing methodology; 4. Reporting results; 5. Interpreting results. The length can vary (from a phrase to sentences) and some moves may be omitted depending on the abstract's
Move 1. Introducing Background or Problem • To embark on writing an abstract, one should answer two basic questions: 1. what is currently known? 2. what is the gap in knowledge? Ex: Children undergoing long-term hospital care face problems of isolation from their familiar home and school environments; This isolation has an impact on the emotional wellbeing of the child.
Move 2. Presenting Current Research With Justification • The second rhetorical move a researcher is expected to make is the function of responding to the following questions: 1. what is this study’s aim? 2. how does it fill the gap in knowledge? Ex: In this paper we report on research that explores the design of technologies that mitigate some of the negative aspects of separation, while respecting the sensitivities of the hospital, school and home contexts; This paper reports on the field trial of the technology.
Move 3. Describing Methodology • The third rhetorical move in writing abstracts involves responding to some concerns about methodological procedure: 1. how was the study conducted? 2. was the data quantitative, qualitative, or both? Ex: We conducted design workshops with parents, teachers and hospital staff…; In response we designed a novel technology that combined an ambient presence with photo-sharing to connect hospitalized children with schools and families.
Move 4. Reporting Results • For the fourth move, a researcher should report the result of study, and answer to the following questions: 1. what was discovered? 2. what were the outcomes? Ex: We found that there was a strong desire for mediated connection, but also a significant need to protect privacy and avoid disruption.
Move 5. Interpreting results • The last rhetorical move to make in writing an abstract requires a succinct interpretation of results, and informative response to the following questions: 1. how are the result interpreted 2. how has the study contributed to the field? Ex: The research provides new insights into how technology can support connectedness and provides a foundation for contributing to the wellbeing of children and young people in sensitive settings.
An Abstract ABSTRACT Children undergoing long-term hospital care face problems of isolation from their familiar home and school environments. This isolation has an impact on the emotional wellbeing of the child. In this paper we report on research that explores the design of technologies that mitigate some of the negative aspects of separation, while respecting the sensitivities of the hospital, school and home contexts. We conducted design workshops with parents, teachers and hospital staff and found that there was a strong desire for mediated connection, but also a significant need to protect privacy and avoid disruption. In response we designed a novel technology that combined an ambient presence with photosharing to connect hospitalized children with schools and families. This paper reports on the field trial of the technology. The research provides new insights into how technology can support connectedness and provides a foundation for contributing to the wellbeing of children and young people in sensitive settings.
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