EAP/ESP WRITING EXERCISES
(from Swales & Feak 2000, page 32)
A Close Look at the Structure of a Conference Abstract
One recent study of conference abstracts in our own field, applied linguistics, suggests the
following five-part structure, although many abstracts will not have all five parts or
“moves” (Yakhontova, 1998):
1.
2.
3.
4.
5.
Outlining the research field
Justifying a particular piece of research/ study
Introducing the paper to be presented at the conference
Summarizing the paper
Highlighting its outcome/results
Task Two
Here now is Yakhontova’s own conference abstract on conference abstracts! Read it
carefully and mark up its "moves". Does it fit Yakhontova’s own model?
Cultural Variation in the Genre of the Conference Abstract: Rhetorical and
Linguistic Dimensions
1
The conference abstract is a common and important genre that plays a significant role in
disseminating new knowledge within scientific communities, both national and
international. 2As a genre with the specific features of "interestingness" created to attract
the attention of reviewing committees, the conference abstract has been investigated by
Berkenkotter & Huckin (1995) and Swales (1996). 3However, the issue of cultural
variation in the genre has not yet become a subject of research, although the conference
abstract, like other genres of academic discourse, can be presumed to reflect national
proclivities in writing.
4
This paper attempts to describe the cultural-specific differences of English versus
Ukrainian and Russian conference abstracts on the level of their cognitive structure and
language, and to provide some tentative explanations of the cultural and ideological
backgrounds underlying these rhetorical and textlinguistic preferences. 5It will also be
shown how the inherited cognitive patterns of Slavic writers interplay with the acquired
stereotypes of English scientific discourse in the abstracts they construct in English. 6These
texts, hybrid from the viewpoint of their cultural shaping, can be regarded as evidence of
the transition period typical of both sociopolitical and intellectual life of Ukraine and other
states of the former Soviet Union. 7As a result, this study raises a broader question: To
what extent is it necessary to adopt the English conventions of this genre in order to be
accepted and recognized by international fora?
8
This issue will be discussed in connection with the pedagogical implications arising from
the findings and observations of this study.
Task Three
1. Highlight or underline any words or phrases that you see as "promoting" or "selling"
the abstract.
2. The abstract contains some interesting academic vocabulary. Be prepared to explain the
meanings of the following words as they are used in this text:
a. disseminating S1
b. subject S3
c. proclivities S3
d. tentative S4
e. interplay S5
f. hybrid S6
g. fora S7
3. As is typical, the second half of the CA contains a fair amount of metadiscourse. As its
name suggests, metadiscourse is discourse about discourse, as when we write about our
own text such as “This paper has argued that…”. Consider:
a. S4 This paper attempts to describe …
b. S5 It will also be shown how …
c. S7 As a result, this study raises a broader question: …
d. S8 This issue will be discussed in connection with …
What is the purpose of the metadiscourse? Do you think all of it is necessary?
4. Notice how Tanya alternates here between the active in sentences 4 and 7 and the
passive in sentences 5 and 8. What is the effect? Why does she sometimes use the
future rather than the simple present?
5. The text is 260 words long, so it is fine for overall length. However, it consists of only
eight sentences, thus giving an average sentence length of about 32 words. This is quite
high for academic English, which overall averages around 25 words per sentence. Too
high? If you think so, what suggestions do you have?
6. The final sentence does not seem to be as well thought out as the rest of the abstract.
How do you feel about the following alternatives:
a. Eliminate the sentence altogether?
b. Replace it with "Finally, the pedagogical implications of these trends and tensions are
discussed." ?
c. Replace it with "The paper closes with some suggestions for teaching the English
conference abstract to Ukrainian and Russian academics".?
d. Do something else? If so, what?
http://www.deil.uiuc.edu/eslservice/units/literaturereview.htm
RESEARCH PAPER INTRODUCTIONS: REVIEWING LITERATURE
Adapted from Swales, J. & Feak, C. (1994). Academic Writing for Graduate Students,
Ann Arbor: University of Michigan Press.
Activity 1: Understanding the format of literature reviews (5 minutes)
The format of a review of literature may vary from discipline to discipline and from
assignment to assignment. A review may be a self-contained unit – an end in itself – or a
preface to an rationale for engaging in primary research. A review is a required part of
grant and research proposals and often a chapter in a theses and dissertations. Generally,
the purpose of a review is to analyze critically a segment of a published body of
knowledge through summary, classification, and comparison of prior research studies,
reviews of literature, and theoretical articles.
(http://www.wisc.edu/writing/Handbook/Reviewof Literature.html)
The format and function of literature reviews we will focus on today is the way literature
reviews are used in research paper introductions for experiments to create a research
space. The introduction of the research paper serves the purpose of competing for
research space and for readers. Through presenting past research, the writer can show
gaps in previous research that will be filled by the writer’s research. Below is a chart that
explains the moves necessary in writing an introduction to a research paper.
Moves in Research Paper Introductions
Move 1---Establish a research territory
a. a. Show that the research area is important, interesting, problematic,
b.
or relevant in
some way. (optional)
b. Introduce and review items of previous research and theory in the area.
(obligatory)
Move 2---Establish a niche
a. a. Indicate a gap in
the previous research, raise a question about it, or extend
previous knowledge (obligatory)
Move 3---Occupy a niche
a. a. Outline purposes or stating the nature of the present research.
b. b. Announce principal findings. (optional)
c. c. Indicate the structure of the research paper. (optional)
(obligatory)
Activity 2: Identifying Moves in a Research Paper Introduction (20 minutes)
Read the following sample research paper introduction and answer the questions
following it.
In ten minutes, a student volunteer will explain their answers by pointing out the different
moves on the overhead.
The Position of Sentence Connectors in Academic English
C. B. Feak and J. M. Swales
Introduction
Many commentators have noted that sentence connectors (e.g., however) are an important
and useful element in expository and argumentative writing. Frequency studies of their
occurrence in academic English extend at least as far back as Huddleston (1971). ESL
writing textbooks have for many years regularly included chapters on sentence
connectors (e.g. Herber, 1965). Most reference grammars deal with their grammatical
status, classification, meaning, and use. Some attention has also been given to the
position of sentence connectors in clauses and sentences. Quirk and Greenbaum (1973)
observe (a) that the normal position is initial; (b) that certain connectors, such as hence
and overall, “are restricted, or virtual restricted, to initial position” (p. 248); and (c) that
medial positions are rare for most connectors, and final positions even rarer. The only
attempt known to us to explain differences in position on semantic grounds is an
unpublished paper by Salera (1976) discussed by Celce-Murcia and Larsen-Freeman
(1983). The Salera paper deals only with adversatives like however and suggests that
initial position reflects something contrary to expectation, while medial position reflects a
contract that is not necessarily unexpected. However, neither of these studies provides
any descriptive evidence of the actual positions of sentence connectors in academic texts.
In the present paper, we report on a preliminary study of sentence connector position in a
sample of twelve published articles.
1.
2.
3.
4.
5.
Divide the text into the three basic moves based on the table above.
Where in the introduction would you divide Move 1 into 1a and 1b?
What kind of Move 2 do we use?
What kind of Move 3a do we use?
Underline any words or expressions in sentences 1 through 3 used to establish
research territory?
Activity 2: Focus on Language (20 minutes)
I. Language Focus: Claiming Centrality (Move 1)
Some examples of strong opening statements in research paper introductions:
Recently, there has been growing interest in…
The possibility of … has generated wide interest in…
The development of … is a classic problem in…
The … has become a favorite topic for analysis…
Knowledge of … has a great importance for…
The study of … has become an important aspect of…
A central issue in … is…
The … has been extensively studied in recent years.
Many investigators have recently turned to…
The relationship between…. has been investigated by many researchers.
Many recent studies have focused on…
Task One
Take one of the phrases above and use it to write a sentence stating the importance of
research you are currently conducting or have conducted in the past. Write this sentence
on an overhead and be prepared to present it to the class at the end of the second class
period.
1.
II. Language Focus: Evaluative Verbs and Adjectives (Move 2)
Here are some “negative” verbs and adjectives. With a partner decide how negative they
are, using the key below.
Definitely or strongly negative= - Neutral or slightly negative= Verbs
However, previous research in this field has ______________ .
__ a. concentrated on x.
__ g. neglected to consider x.
__ b. disregarded x.
__ h. overestimated x.
__ c. failed to consider x.
__ i. overlooked x.
__ d. ignored x.
__ j. been restricted to x.
__ e. been limited to x.
__ k. suffered from x.
__ f. misinterpreted x.
__ l. underestimated x.
Adjectives
Nevertheless, these attempts to establish a link between secondary smoke and lung cancer
are at
present _____________.
__ a. controversial
__ e. questionable
__ b. incomplete
__ f. unconvincing
__ c. inconclusive
__ g. unsatisfactory
__ d. misguided
Task Two
Write a negative statement about the research you are reviewing for your final project
using the format above. Write this sentence on an overhead and be prepared to present it
to the class at the end of the second class period.
Language Focus: Statements of Purpose (Move 3)
The last step in a research paper introduction is to offer to fill the gap (or answer) the
question that has been created in Move 2 or extend previous knowledge. Here are the
beginning parts of ten opening Move 3 statements.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The aim of the present paper is to give…
This paper reports on the results obtained…
In this paper we give preliminary results for…
The main purpose of the experiment reported here was to…
This study was designed to evaluate…
The present work extends the use of the last model by…
We now report the interaction between….
The primary focus of this paper is on…
The aim of this investigation was to test…
It is the purpose of the present paper to provide…
Task 3
Use one of these sentences to write Move 3 about your final project. Write this sentence
on an overhead and be prepared to present it to the class at the end of the second class
period.
Activity 4: Peer Editing/Presentation of Sample Sentences (20 minutes)
Exchange the overhead with your sentences with a partner and suggest possible revisions.
Then choose one partner’s set of sentences to present to the class.
Homework:
Find a recent journal from your field. Look at the introduction of two articles and email
me answers to the following questions about the introductions for Journal #3 due April
13. Give me a photocopy of the introduction sections you analyzed in class on April 13.
1.
Do the introductions begin with a Move 1a? If so, what are some sample phrases
used to state the importance of the research?
2.
What evaluative words are used in Move 2 to show a gap in previous research, raise a
question about it, or extend previous knowledge in some way?
3.
Are findings/results included in the introduction?
4.
Is an outline of the structure of the research paper included in the introduction?
Academic Writing: Reviews of Literature
(http://www.wisc.edu/writing/Handbook/Reviewof Literature.html)
In the Introduction

define or identify the general topic, issue, or area of concern, thus providing an
appropriate context for reviewing the literature.

point out overall trends in what has been published about the topic; or conflicts in
theory, methodology, evidence, and conclusions; or gaps in research and
scholarship; or a single problem or new perspective of immediate interest.

establish the writer's reason (point of view) for reviewing the literature; explain
the criteria to be used in analyzing and comparing literature and the organization
of the review (sequence); and, when necessary state why certain literature is or is
not included (scope).
In the Body

group research studies and other types of literature (reviews, theoretical articles,
case studies, etc.) according to common

denominators such as qualitative versus quantitative approaches, conclusions of
authors, specific purpose or objective, chronology, etc.

summarize individual studies or articles with as much or as little detail as each
merits according to its comparative importance in the literature, remembering that
space (length) denotes significance.

provide the reader with strong "umbrella" sentences at beginnings of paragraphs,
"signposts" throughout, and brief "so what" summary sentences at intermediate
points in the review to aid in understanding comparisons and analyses.
In the Conclusion

summarize major contributions of significant studies and articles to the body of
knowledge under review, maintaining the focus established in the introduction.

evaluate the current "state of the art" for the body of knowledge reviewed,
pointing out major methodological flaws or gaps in research, inconsistencies in
theory and findings, and areas or issues pertinent to future study.

conclude by providing some insight into the relationship between the central topic
of the literature review and a larger area of study such as a discipline, a scientific
endeavor, or a profession.
Literature Reviews: Imposing Order on the Literature (20 minutes)
 Introduce and review items of previous research in the area. Group research studies
and other types of literature (reviews, theoretical articles, case studies, etc.) according
to common denominators such as qualitative versus quantitative approaches,
conclusions of authors, specific purpose or objective, chronology (obligatory)
Here are a number of theories about the role and purpose of citations in academic texts.
With your group discuss the validity of each. Which do you think contribute most to our
understanding of why citations are used in academic writing? Choose the “best”
definition and be prepared to defend your opinion.
1.
This theory is widely proposed in manuals and standard practice guides.
Citations are used to recognize and acknowledge the intellectual property rights of
authors. They are a matter of ethics and a defense against plagiarism.
2.
This theory has many supporters, especially in well-established fields like the
sciences.
Citations are used to show respect to previous scholars. They recognize the history of
the field by acknowledging previous achievements.
The remaining theories have been proposed by individual authors.
3.
Ravetz 1971:
Citations operate as a kind of mutual reward system. Rather than pay other authors
money of their contributions, writers “pay” them in citations.
4.
Gilbert 1977
Citations are tools of persuasion; writers use citations to give their statements greater
authority.
5.
Vavelas 1978:
Citations are used to supply evidence that the author qualifies as a member of the
chosen scholarly community; citations are used to demonstrate familiarity with the
field.
6.
Swales 1990:
Citations are used to create a research space for the citing author. By describing what
has been done, citations point the way to what has not been done and so prepare a
space for new research.
Here is the draft of an introduction for a research paper on the reasons citations are used
in academic texts. The draft already contains Move 1a showing that this research area is
important. Read the draft and answer the questions that follow.
Introduction (draft)
Citations are widely recognized as being an important and distinctive property of
academic texts. Indeed, the presence or absence of citations allows the casual
reader to get an immediate sense of whether a text is an “academic” or “popular”
one. Because citation is such an obvious surface phenomenon, it has been much
discussed in the academic world. Indeed, there are several theories about the role
and purpose of citation in academic texts.
How can we sequence our six theories? The key element in literature reviews is that
order is imposed on the material. Clearly we need to start with the two major traditional
views (theories 1 and 2). How can we order the remaining four (3-6)? Should we
organize in the chronological order as presented? Is this—at least in this case—a weak
kind of ordering? Is there another way? One possibility might be to categorize theories
3-6. Do you consider the theories by Ravetz, Gilbert, Bavelas, and Swales to be
economic theories? sociological theories? rhetorical theories?
Task Two
1. In your group, decide how to order theories 3-6. Be prepared to provide reasons to the
class for the order you choose.