Developing and Evaluating the Seven Rhetorical Moves: A Scaffolded Framework for Teaching Research Introduction Writing

This research investigates the challenges students face in writing effective research introductions, a crucial yet daunting task in academic writing. Recognizing the difficulty students encounter in adhering to rhetorical moves outlined by Swales (1990) in his CARS model, this study posits that the absence of explicit instruction on these moves may contribute to students' struggles. To address this issue, the paper proposes explicit rhetorical move instruction through scaffolding, particularly in senior high school, as students prepare for university studies. However, the study acknowledges the complexities of the Swales CARS model, deeming it potentially too intricate for senior high school students. Hence, the researcher presents a simplified adaptation of Swales' model, specifically tailored to meet the needs of senior high school students, termed the Seven Rhetorical Moves. The primary objective of this research is to demonstrate that explicit instruction in utilizing the Seven Rhetorical Moves can empower students to compose effective research introductions with ease and confidence. By focusing on this simplified framework, the study aims to bridge the gap in instructional strategies, providing a practical and accessible approach to enhance students' writing skills at an earlier stage in their academic journey.