J O H N S W A L E S | "Createa ResearchSpace" (CARS) M o d e l o f Research. . .

"ThepropertiesofXarestill notcompletelyunderstood."

"CreateaResearch " X is acommon findingin patientswith. . . "

and/or
Space" (CARS) Model o f
Step3: ReviewingPrevious Itemso f R
esearch
Research Introductions^ Theauthor relateswhat has beenfound onthe topicand whofoundit. For
example:
J O H N S W A L E S
"BothJohnsonand Morganclaim thatthe biographicalfacts have beenmis
represented."
Sometimesgettingthrought h e introduction o f a researcharticle can b e t h e m o s t "Severalstudies havesuggestedt h a t . . . (Gordon,2003;Ratzinger,2009)."
difficult parto f readingit. In hisCARS model,Swales describest h r e e "moves"t h a t
"Readingtochildrenearlyandoftenseems tohavea positivelongtermcorrela
almostall researchintroductionsmake.We'reprovidingasu m m a r y o f S wales'smodel
tionwithgradesinEnglishcourses (Jones,2002;Strong,2009)."
hereasa kindo f shorthandt o helpyouin bothreadingresearcharticlesa n d writing
t h e m . Identifyingt h e s e movesin introductionst o t h e articlesyouread in thisbook Incitingtheresearchofothers,theauthormayuse integralcitation (citingthe
willhelpyouunderstandt h e authors'projectsb e t t e r f romt h e o utset.W h e n youwrite author's name in thesentence, as in thefirst example above) ornonintegral
y o u r ownpapers,makingt h e s a m e movesyourselfwill helpyou presentyourown citation (citing the author's name in parentheses only, as in thesecond and
a r g u m e n t s clearlyandconvincingly.Soreadthrought h e summarynow,b u t b e suret o thirdexamplesabove).Theuseofdifferenttypesofverbs(e.g.,reportingverbs
returnt o itoftenforhelpin understandingt h e selectionsin t h e resto f t h e book. suchas"shows"or"claims")andverbtenses(past,presentperfect,orpresent)
variesacrossdisciplines.
Move1: EstablishingaTerritory
Inthismove,theauthorsetsthecontextforhisorherresearch,providingneces Move2: Establishinga Niche
sarybackgroundonthetopic.Thismoveincludes oneormore ofthefollowing In this move, theauthor argues thatthere is an open"niche" in theexisting
steps: research,aspacethatneedstobefilledthroughadditionalresearch.Theauthor
canestabhsha nicheinone offourways:
Step1: ClaimingCentrality
Theauthorasksthediscoursecommunity(theaudienceforthepaper)toaccept Counterclaiming
thattheresearch aboutto be reportedis partofa lively, significant, orwell
establishedresearcharea.To claimcentralitytheauthormightwrite: Theauthor refutes orchallenges earlier research by makinga counterclaim.
Forexample:
"Recentlythere hasbeen aspate ofinterestin. . . "
"WhileJones andRiley believe X method to be accurate, a close examination
"KnowledgeofX hasgreatimportancefor. . . "
demonstratestheirmethodtobeflawed."
This step is used widely across theacademic disciphnes, thoughless in the
physicalsciencesthanin thesocialsciences andthehumanities. IndicatingaCap
and/or Theauthordemonstrates thatearlierresearchdoesnotsufficiently addressall
existingquestionsorproblems.Forexample:
Step2: MakingTopicGeneralizations
"Whileexistingstudies haveclearlyestablishedX,they havenotaddressedY."
Theauthormakesstatementsaboutcurrentknowledge,practices,orphenom
enain thefield.Forexample:
Questionraising

' A d a p t e d f r o m J o h n M.Swales'sGenreAnalysis:EnglishinA c a d e m i c a n d ResearchSettings.C a m b r i d g e : Theauthorasks questionsaboutpreviousresearch,suggesting thatadditional

C a m b r i d g e UP,1 9 9 0 . researchneedsto bedone.Forexample:

Li
f s Introductiont o thefconversation
"WhileJones andMorganhave establishedX,these findings raisea numberof
questions,including. .
ContinuingaTradition
Theauthorpresentstheresearchasa usefulextensionofexistingresearch.For
example:
"EarlierstudiesseemedtosuggestX.Toverifythisfinding,moreworkis urgently
needed."
Move3: Occupyinga Niche
Inthismove,theauthorturnsthenicheestablishedinMove2intotheresearch
spacethathe orshe will fill; thatis, theauthordemonstrates howheo r she
will substantiate the counterclaim made, fill the gap identified, answer the
question(s) asked,or continue the researchtradition.The authormakes this
moveinseveralsteps,describedbelow.Theinitialstep(1AorIB)isobligatory,
thoughmanyresearcharticlesstopafterthatstep.
, . a
Step1A: OutliningPurposes
Theauthorindicatesthemainpurpose(s)ofthecurrentarticle.Forexample:
"InthisarticleIargue. . . "
"Thepresentresearchtriestoclarify. . . "
or
StepIB;AnnouncingPresentResearcli
Theauthordescribestheresearchinthecurrentarticle.Forexample:
"ThispaperdescribesthreeseparatestudiesconductedbetweenMarch2008and
January2009."
Step2; AnnouncingPrincipal Findings
Theauthorpresentsthemainconclusionsofhisorherresearch.Forexample:
"Theresultsofthestudysuggest..."
"WhenweexaminedX,wediscovered. . . "
Step3: Indicatingt h e S tructureo f t h e ResearchArticle
Theauthorpreviewstheorganizationofthearticle.Forexample:
"Thispaperis structuredas follows. . . "
Argumentas I
Conversation:
TheRoleo f Inquiryin
Writinga Researched
Argument
STUARTGREENE
Greene,Stuart. "Argumenta s Conversation:The Role o f Inquiry in Writinga Researched
Argument." TheSubjectIs Research. Ed. WendyBishopa ndPavelZemliansky.Portsmouth,
NH:Boynton/Cook,2 0 0 1 . 1 4 5 6 4 . Print.
FramingtheReading
In " A r g u m e n t a s Conversation,"S t u a r t G r e e n e explainsh o w scholarlyinquiryis
a differentkind o f researcha n d a r g u m e n t f r o m t h e kindsw e e n c o u n t e r in o u r
e v e r y d a y liveso r (form o s t o f us)inearlierschooling.Theprinciplest h a t G r e e n e
^
discussesresearcha s conversationalinquiry,w h e r e a n issuea n d situation contribute
t o framinga ~problema particularw a y a n d researcherss e e k n o t t o collectinforma
t i o n b u t t o g e n e r a t e n e w k nowledgeinasocialprocessaret h e i deasa n d activities
t h a t drivet h e e n t i r e collegeo r universityw h e r e you'res t u d y
ingrightnow.Theyworkine v e r y fieldw h e r e s cholarlyresearch
ishappening,froma n t h r o p o l o g y t o zoology.
In t h i s book, you'll apply t h e s e principles specifically In
t e r m s o f researcho n writing,literacy, language,c o m m u n i c a
tion,a n d relatedfields.AsG r e e n e s u g g e s t s inhisdiscussiono f
c o n t e x t , you'll"weave"y o u r e x p e r i e n c e s w i t h researcht h a t ' s RESEflR
alreadyb e e n d o n e o n q u e s t i o n s a n d issues'relatedt o t h e m .
Theresearchyoud o o n y o u r o w n m a y e v e n offern e w insights
intolongrunningq u e s t i o n s a b o u t t h e s e subjects.
GettingReadyt o Read
Beforey o u r ead,d o a t leasto n e o f t h e followingactivities:
Thinka b o u t h o w y o u define argument. H o w ist h e vvord u s e d ineveryday
conversation?W h a t d o y o u th in k t h e w o r d m e a n s in a n a c a d e m i c setting?
W h a t ' s t h e differenceb e t w e e n t h e t w o ?
Haveaconversationwithaclassmateo n t h e followingtopic:H o w w ouldy o u
s a y argumenta n d conversationrelatet o e a c h other?Cans o m e a r g u m e n t s b e