{"id":916,"date":"2025-06-12T15:22:04","date_gmt":"2025-06-12T19:22:04","guid":{"rendered":"https:\/\/writing.rochester.edu\/faculty\/wsap\/resources\/?p=916"},"modified":"2025-10-10T12:42:50","modified_gmt":"2025-10-10T16:42:50","slug":"cars-intro","status":"publish","type":"post","link":"https:\/\/writing.rochester.edu\/faculty\/wsap\/resources\/cars-intro\/","title":{"rendered":"CARS Intro"},"content":{"rendered":"

Handout. Katherine Schaefer. Adapted from work by John Swales.<\/p>\n

Overview<\/strong>: \u00a0This handout describes a framework for analyzing scholarly introductions in terms of “rhetorical moves” and “steps.” Rhetorical moves describe the essential functions of an introduction (introducing the topic and reviewing prior literature, setting up a question, and giving a roadmap for the paper) and steps classify common ways of fulfilling those functions.<\/p>\n

Uses<\/strong>: This handout works well to help students read and write introductions in all disciplines, and I have successfully used it in WRT105 and in upper-level writing courses in the natural and social sciences.<\/p>\n

How do I use it in class?\u00a0<\/strong>I introduce students to the handout and then ask students to analyze scholarly introductions by highlighting the sentences and phrases that fulfill each function.<\/p>\n

You can find the handout at this link<\/a>.<\/p>\n

Citation: John Swales (1990). Genre analysis: English in academic and research settings.\u00a0<\/em>Cambridge University Press.<\/p>\n

Browse more in Source Use<\/a>
\nBack to All Materials<\/a><\/div>\n","protected":false},"excerpt":{"rendered":"

Handout. Katherine Schaefer. Adapted from work by John Swales. 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