理工类英语学术论文写作教程 课件 Chapter 1 Introduction to Academic Writing、Chapter 2 Writing the Introduction

Chapter1

IntroductiontoAcademicWriting

理工类英语学术论文写作教程AcademicWritingforStudentsofScienceandEngineering中国人民大学出版社Pre-assessmentUsethechecklistbelowtoassessyourknowledgeandskillsinthischapter.1.Icanmaintainaformaltonethroughoutmypaper,avoidingcontractionsandcolloquialexpressions.Forinstance,Iuse“donot”insteadof“don’t”and“itis”insteadof“it’s”.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgree2.Icanuseobjectivelanguageinmypaper,avoidingphraseslike“Ibelieve”or“inmyopinion”andfocusonwhatcanbedemonstratedthroughevidence.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgree3.Inmypaper,theresearchfindingscanbecommunicatedwithpreciseandspecificlanguage.Forexample,thepaperavoidsvaguetermslike“goodperformance”infavorofspecificmetricssuchas“a15%increaseintensilestrength”.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgree4.Icanpresentcomplexideasandresearchfindingsclearlyandlogically,ensuringthereadercaneasilyfollowtheargument.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgree5.Icanusetheterminologyconsistentlythroughoutthepaper.Forexample,Iconsistentlyuse“wavefront”instead

of

alternating

between

“wave-front”and

“wavefront”.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

AgreePre-assessment6.

Icanuseappropriatetechnicallanguage

thatreflects

precision

required

in

scientific

research.

For

example,

I

can

use

terms

like

“standardized

mechanical

testing

procedures”

instead

ofgeneralterms.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree7.

Iknowthatthepaperwillmaintain

an

impersonaltone,

avoiding

direct

address

to

the

reader,

suchas“you

can

imagine”.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree8.

In

my

paper,

statements

and

conclusions

are

supported

by

evidence,

with

appropriate

referencestopreviousworksorexperimentalresults.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree9.

I

can

avoid

redundancy

and

unnecessary

repetition

in

my

paper,

ensuring

that

each

sentence

addsnewinformationtothediscussion.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree10.

I

can

have

a

logical

progression

of

ideas

in

my

paper,

with

each

section

building

on

thepreviousonetosupporttheoverall

argument.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree11.

Icanavoidtheuseof

exclamationmarksand

otherpunctuation

marks

that

could

suggestbias

oroverlyemotionallanguage,maintaininganeutralandimpartialtonethroughout

mypaper.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

AgreeContents01UnderstandingAcademicWriting02StyleinAcademicWriting03FlowinAcademicWriting04Practice&SummaryUnderstandingAcademicWritingPART01Purpose:StructuredConversationItisaformofstructuredconversationforacademiccommunication,notanisolatedexpressionbutpartofascholarlydialogue.CoreFeaturesIdeasmustbecarefullyelaborated,well-supportedbyevidence,rigorouslyreasoned,andtightlywoventogetherlogically.Nature:Logic&RigorApurposefulcommunicationformthathighlyvalueslogicalcoherenceandmethodologicalrigorinpresentingarguments.TextbookDefinition"Academicwritingisforacademicpurposes,involvingstructuredconversations...Itisapurposefulcommunicationformemphasizinglogicandrigor."DefiningAcademicWritingTheWriter:PersuasiveAdvocatePresentsinnovativeideasthroughcoherent,evidence-basedargumentsdesignedtoconvincethereader.TheReader:CriticalEvaluatorRigorouslyexaminesthewriter’sclaims,methodologies,andconclusionswithadiscerningeye.SharedResponsibility:The“Writer-Responsible”PrincipleInacademiccontexts,theresponsibilityforclearexpressionrestsprimarilywiththewriter.Avoidambiguityandensurethetextisaccessibleandpersuasive.Writer-ReaderRolesImportanceofAcademicWritingKnowledgeProduction&DisseminationKeytocreating,codifying,transmitting,evaluating,andteachingknowledgeinprofessionalsettings.Academic&CareerSuccessEssentialskillfordisciplinarylearning,criticalforpublishingpapersandfuturecareeradvancement.AddressingCommonMisconceptionsMisconceptionsofcomplexitycreateunnecessarybarriers.Inreality,itfollowsclear,learnablerules.TextbookCitation“Academicwritingplaysacrucialroleinproducing...knowledge...Masteryisessentialfordisciplinarylearningandcareeradvancement.”StyleinAcademicWritingPART02FormalityUseformallanguageandpropergrammar,avoidingcolloquialexpressions.ObjectivityAvoidsubjectiveexpressionsandspeakbasedonevidence,presentingresearchfacts.PrecisionUseaccurateandspecificlanguagetoconveyresearchfindings,avoidingambiguity.“Academicwritingattemptstobeprecise,impersonalandobjective...Awell-developedandappropriatewritingstyleenhancesthecredibilityoftheresearch.”KeyStyleElementsCorePrinciplesofFormalityAvoidContractionsUse“donot”insteadof“don't”tomaintainprecision.AvoidSecondPerson“You”Refrainfromdirectlyaddressingthereadertostayobjective.AvoidEmphasis&ColloquialismOmitexclamationmarksandvaguetermslike“amazing”.ComparativeCaseStudyInformal(Casual)“Wetestedthenewmaterial,anditworkedreallywell.Theresultswereamazing!”Formal(Academic)“Thenovelmaterialwastested,andtheresultswerehighlysatisfactory.Itexhibitedsuperiorstrengthcomparedtosteel...”FormalityinAcademicWritingCorePrinciples:EvidenceoverOpinionAvoidsubjectivephraseslike“Ithink”or“Ibelieve”.Focusondemonstratingandprovingthroughfacts,data,andcitations.ComparativeCasesNon-objective(Subjective)“Ibelievethatthenewalgorithmwedevelopedsignificantlyimprovestheefficiency...”Objective(Factual)“Thenewlydevelopedalgorithmdemonstratesasubstantialenhancementinefficiency...asevidencedbytheexperimentalresults...”“Academicsarenotlookingforwhatyouthinkorbelieve,butwanttoseewhatyoucanshow,demonstrateandprovethroughevidence.”ObjectivityPrecisioninAcademicWritingCorePrinciplesUseaccurateandspecificlanguage,avoidingambiguity.Incorporatequantifieddataandspecificdescriptions.Ensureresearchisunderstandableandreproducible.Imprecise:“Thematerialshowedgoodperformance...strengthwasincreasedaftertreatment.”Precise:“Exhibiteda15%increaseintensilestrengthafterthermaltreatment,asdeterminedthroughstandardizedmechanicaltestingprocedures.”“Preciseandspecificlanguageisneededinacademicwritingtoclearlycommunicateresearchideasandfindings.Avoidambiguityandvagueness...”ComparativeAnalysis:Imprecisevs.PreciseTask1Comparethefollowingversions,indicatewhichstyleisproperforacademicwritinganddiscusswithyourpartner.VersionBItiswidelybelievedthattheclimateisdeteriorating.Itisclaimedthatthisprocesshasbeencontinuingfornearly100years.ThisbeliefappearstobesupportedbyMcKinley(1997),whoshowsa55%increaseinthefrequencyofseverewintergalessince1905.VersionAAlotofpeoplethinkthattheweatherisgettingworse.Theysaythatthishasbeengoingonforquitealongtime.Ithinkthattheyarequiteright.Researchhasshownthatwenowgetstormsetc.allthetime.Task2Readthefollowingpairsofsentencesandidentifytheonethatdemonstratesabetterstyleinacademicwriting.Considerfactorssuchasformality,objectivity,andprecision.1.a)Ithinkthattheresultsofthestudyareveryinteresting.b)Theresultsofthestudyarenoteworthy.2.a)Inmyopinion,theauthor’sargumentisweak.b)Theauthor’sargumentlackssufficientevidenceandlogicalreasoning.3.a)I’mgoingtotalkaboutthecausesofclimatechange.b)Thissectionwilldiscussthefactorscontributingtoclimatechange.4.a)Inmyresearch,Ifoundsomestuffthatsupportsmyhypothesis.b)Thefindingsofthisstudyprovidesupportforthehypothesis.5.a)Youcanseefromthedatathattheresultsarequitegood.b)Thedataillustratefavorableoutcomesintheresults.6.a)Webelievethatourresearchwillmakeavaluablecontributiontothefield.b)Thisresearchaimstoprovideavaluablecontributiontothefield.Task2Readthefollowingpairsofsentencesandidentifytheonethatdemonstratesabetterstyleinacademicwriting.Considerfactorssuchasformality,objectivity,andprecision.7.a)Theresultsweretotallyunexpected.b)Theresultswereunexpected,divergingfrominitialhypotheses.8.a)Thispaperwilldiscusssomestuffaboutthetopic.b)Thispaperwillexaminekeyaspectsofthetopic.9.a)Thedatashowsthattheresultsareprettymuchgood.b)Thedataindicatefavorableoutcomesintheresults.10.a)Ithinkthisresearchpaperprovidesagoodoverviewofthetopic.b)Thisresearchpaperoffersacomprehensiveoverviewofthetopic.11.a)Ourexperimentwasreallysuccessfulandyieldedgreatresults.b)Theexperimentyieldedhighlysuccessfulresults.12.a)Wedidalotofexperimentsandgotsomeinterestingdata.b)Aseriesofexperimentswasconductedtocollectvaluabledata.FlowinAcademicWritingPART03DefinitionReferstothesmoothandcoherentprogressionofideasandinformationwithinapieceofwriting.KeyElementsIncludeslogicalorganizationofcontent,seamlesstransitionsbetweenparagraphs,andclarityofexpression.ImportanceEnhancesreadercomprehensionandengagementbyenablingeffortlessfollowingofarguments,keytoreadability.TextbookCitation“Flowreferstothesmoothandcoherentprogressionofideas...Itinvolvesthelogicalorganizationofcontent,theseamlesstransitionbetweenparagraphs...”WhatisFlow?CoreConceptsGivenInformation:Knowntothereader(commonknowledgeorprevioustext).NewInformation:Keyunknowninformationprovidedbythewriter.OrganizationalStrategyOptimalSentenceOrder:Structuresentencesas“Given→New”toenhancenaturalflow.BuildingCohesion:Thenewinformationofonesentencebecomesthegiveninformationofthenext.TheInformationPrincipleTask3Identifyhowgivenandnewinformationconnectthetext:Herearetwoparallelversions,AandBofthesameextractfromathesis.Eachversionhasbeendividedintoindividualsentences,whichhavebeennumbered.Sentence1(S1)isthefirstsentenceoftheparagraphandisprintedinbold.Readitandunderlinethenewinformation.NowreadsentenceA2andsentenceB2.Takingintoaccountthatnewinformationinonesentenceoftenbecomesgiveninformationinthefollowingsentence,decidewhichversion,A2orB2,followsonbetterfromS1.NowchoosebetweenversionA3andversionB3,underlinethenewinformationandrepeatthisprocedureuntiltheendoftheextract.Task3S1

From

the

thesis

writer,

the

construction

of

stance

takes

a

distinctive

form

whichderivesfromthenatureofthethesisitself.A2

Asnotedabove,thethesisisinherentlypersuasive,sincewritershavetoconvincethesupervisorsandexaminerstoaccepttheirresearch.A3However,itisnecessarytosatisfytwoquitedistinctrequirementsinordertogainacceptance.A4Thefirstisthatthethesisshouldmakeanoriginalcontributiontoknowledge.A5Thewriter’sstanceisthatofaprofessionalincreatingnewknowledgeandconveyingittoothermembersofthediscipline.A6Thatthethesismustshowmasteryofthefieldisthesecondrequirement.A7Thedisplayofestablishedknowledgeisrequiredbecausetheworkwillbeassessedandthusthewritermustalsotakeastanceasacandidate.A8However,considerableconflictanduncertaintycanbecausedbycombiningtherolesofacandidateandprofessional.B2Asnotedabove,writershavetoconvincethesupervisorsandexaminerstoaccepttheirresearch,whichmeansthatthethesisisinherentlypersuasive.B3However,acceptancedependsuponsatisfyingtwoquitedistinctrequirements.B4Thatthethesisshouldmakeanoriginalcontributiontoknowledgeisthefirst.B5Increatingnewknowledgeandconveyingittoothermembersofdiscipline,thewriter’sstanceisthatofaprofessional.B6Thesecondrequirementisthatthethesismustshowmasteryofthefield.B7Thusthewritermustalsotakeastanceasacandidate,asthedisplayofestablishedknowledgeisrequiredbecausetheworkwillbeassessed.B8However,combiningtherolesofacandidateandaprofessionalcanleadtoconsiderableconflictanduncertainty.A2B3A4B5B6A7B8DefinitionNewinformation(themostimportantinformation)usuallyappearsattheendofthesentence.ReasoningTheendofasentenceisanaturalpositionofemphasiswherereadersunconsciouslyexpecttofindkeyinformation.ApplicationConsciouslyplacethefocusandcoreinformationattheendtoachievethebestemphasisandcomprehensioneffect.TextbookCitation“Newinformationtendstooccurtowardstheendoftheclause...Thefinalpositioninaclauseisnormallythemostimportant.”ThePrincipleofEndFocusUseofapassiveinsteadofanactivevoicechangestheorderofinformationinaclause.Thusthepassiveisused:toachieveappropriateendfocus;toachievecohesion;toachieveendweight.TheVoiceTask4-Extract1

Readthefollowingextractsandchoosebetweenactiveandpassive.DecidewhetherversionAorBfitsbetterintotheextract.VersionABeforeexaminingtheBosniansafeareapolicyindepth,itisimportanttoascertainifanyprecedentsforsuchactionexisted.Thisisimportantasbothpreviousstatebehaviourandcodifiedrulescaninfluencestates.Similarpoliciescanbeappliedindifferentcontexts.VersionBBeforeexaminingtheBosniansafeareapolicyindepth,itisimportanttoascertainifanyprecedentsforsuchactionexisted.Thisisimportantasstatescanbeinfluencedbothbypreviousstatebehaviourandcodifiedrules.Similarpoliciescanbeappliedindifferentcontexts.Task4-Extract2

Readthefollowingextractsandchoosebetweenactiveandpassive.DecidewhetherversionAorBfitsbetterintotheextract.VersionAOneineveryfourpeopleintheUnitedStateshascardiovasculardiseaseand500,000cardiacoperationsareperformedannually.Approximately50,000ofthesepatientsexperiencemorbidcomplicationsaftersurgeryatacostof$750millioninhospitalcare(Mangano,1994).Onesuchcomplicationispoorrecoveryofleftventricularfunction.VersionBOneineveryfourpeopleintheUnitedStateshascardiovasculardiseaseand500,000cardiacoperationsareperformedannually.Morbidcomplicationsaftersurgeryareexperiencedbyapproximately50,000ofthesepatientsatacostof$750millioninhospitalcare(Mangano,1994).Onesuchcomplicationispoorrecoveryofleftventricularfunction.Task4-Extract3

Readthefollowingextractsandchoosebetweenactiveandpassive.DecidewhetherversionAorBfitsbetterintotheextract.VersionATheAustralianGuidelinesaredividedintosectionsonproceduralissuesandontheassessmentofclaims.Theproceduralissuessectionsuggestsgendersensitivestrategiesforresearchingclaims.VersionBTheAustralianGuidelinesaredividedintosectionsonproceduralissuesandontheassessmentofclaims.Gendersensitivestrategiesforresearchingclaimsaresuggestedbytheproceduralissuessection.Practice&SummaryPART04Instruction:CompareVersionAandVersionB,indicatewhichoneismoreappropriateforacademicwriting,anddiscussthereasonswithapartner.VersionA(Informal)“Alotofpeoplethinkthattheweatherisgettingworse.Theysaythatthishasbeengoingonforquitealongtime.Ithinkthattheyarequiteright.Researchhasshownthatwenowgetstormsetc.allthetime.”VersionB(Formal)“Itiswidelybelievedthattheclimateisdeteriorating.Itisclaimedthatthisprocesshasbeencontinuingfornearly100years.ThisbeliefappearstobesupportedbyMcKinley(1997),whoshowsa55%increaseinthefrequencyofseverewintergalessince1905.”Task1:StyleComparisonInstruction:Readthepairsbelowandidentifythebetterstyle(consideringformality,objectivity,andprecision).Question1a)Ithinkthattheresultsofthestudyareveryinteresting.b)Theresultsofthestudyarenoteworthy.Question2a)Inmyopinion,theauthor’sargumentisweak.b)Theauthor’sargumentlackssufficientevidenceandlogicalreasoning.Question3a)I’mgoingtotalkaboutthecausesofclimatechange.b)Thissectionwilldiscussthefactorscontributingtoclimatechange.Question4a)Inmyresearch,Ifoundsomestuffthatsupportsmyhypothesis.b)Thefindingsofthisstudyprovidesupportforthehypothesis.Task

5:IdentifytheBetterStyleCoreDefinitionAcademicwritingisastructuredformofcommunicationemphasizinglogicandrigor,withthewriterresponsibleforclearexpression.CoreStyleExcellentacademicwritingrequiresthreekeyelements:Formal,Objective,andPrecise.FlowTechniquesAchieveflowbyfollowingtheGiven-NewInformationPrincipleandthePrincipleofEndFocustoorganizesentencestructure.ChapterSummaryPost-assessmentUsethechecklistbelowtoassessyourknowledgeandskillsinthischapter.1.Icanmaintainaformaltonethroughoutmypaper,avoidingcontractionsandcolloquialexpressions.Forinstance,Iuse“donot”insteadof“don’t”and“itis”insteadof“it’s”.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgree2.Icanuseobjectivelanguageinmypaper,avoidingphraseslike“Ibelieve”or“inmyopinion”andfocusonwhatcanbedemonstratedthroughevidence.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgree3.Inmypaper,theresearchfindingscanbecommunicatedwithpreciseandspecificlanguage.Forexample,thepaperavoidsvaguetermslike“goodperformance”infavorofspecificmetricssuchas“a15%increaseintensilestrength”.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgree4.Icanpresentcomplexideasandresearchfindingsclearlyandlogically,ensuringthereadercaneasilyfollowtheargument.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgree5.Icanusetheterminologyconsistentlythroughoutthepaper.Forexample,Iconsistentlyuse“wavefront”instead

of

alternating

between

“wave-front”and

“wavefront”.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

AgreePost-assessment6.

Icanuseappropriatetechnicallanguage

thatreflects

precision

required

in

scientific

research.

For

example,

I

can

use

terms

like

“standardized

mechanical

testing

procedures”

instead

ofgeneralterms.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree7.

Iknowthatthepaperwillmaintain

an

impersonaltone,

avoiding

direct

address

to

the

reader,

suchas“you

can

imagine”.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree8.

In

my

paper,

statements

and

conclusions

are

supported

by

evidence,

with

appropriate

referencestopreviousworksorexperimentalresults.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree9.

I

can

avoid

redundancy

and

unnecessary

repetition

in

my

paper,

ensuring

that

each

sentence

addsnewinformationtothediscussion.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree10.

I

can

have

a

logical

progression

of

ideas

in

my

paper,

with

each

section

building

on

thepreviousonetosupporttheoverall

argument.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree11.

Icanavoidtheuseof

exclamationmarksand

otherpunctuation

marks

that

could

suggestbias

oroverlyemotionallanguage,maintaininganeutralandimpartialtonethroughout

mypaper.①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

AgreeThankYou中国人民大学出版社理工类英语学术论文写作教程Chapter2

WritingtheIntroduction理工类英语学术论文写作教程中国人民大学出版社Contents01Pre-assessment02ReadingandAnalyzing03LanguageStrategy04WritingSkills05GenerativeAIEmpowerment06Summary&Post-assessmentPre-assessmentPART01PartIPre-assessmentUsethechecklistbelowtoassessyourknowledgeandskillsinthischapter.1.Ihavereadalotofacademicpapers,andIthinkwritinganIntroductioniseasy.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgree2.IknowthepurposeofwritinganIntroductionsectionofaresearchpaper.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgree3.IknowthetypicalstructureoftheIntroductionsection.①StronglyDisagree ②Disagree③Neutral ④Agree ⑤StronglyAgree4.IknowthecorrecttensesthatshouldbeusedindifferentpartsoftheIntroduction.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgree5.IknowtheproperlengthoftheIntroductionsectionrelativetotheentirepaper.①StronglyDisagree ②Disagree ③Neutral ④Agree ⑤StronglyAgreePartIPre-assessment6.IknowhowtodecidetheproperamountofbackgroundinformationthatshouldbeincludedintheIntroduction.

①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree7.IknowthesimilaritiesanddifferencesbetweentheIntroductionandtheAbstract.

①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree8.IknowwhatcohesionisandhowtoachievecohesionintheIntroductionsection.

①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree9.Iknowhowtoindicateresearchneedorgapinthissection.

①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree10.IknowthecommonmistakesinwritingtheIntroductionsection.

①StronglyDisagree

②Disagree

③

Neutral

④Agree

⑤Strongly

Agree

ReadingandAnalyzingPART02ContextSettingEstablishestheresearchbackgroundanditsbroadersignificance.EngagementCapturesthereader’sinterestandjustifiesthestudy’srelevancetothem.NoveltyPresentationHighlightsthenewmethods,results,orperspectivesofferedbythestudy.Answering“Why”Addressesthefundamentalquestionofwhytheresearchmatters.“TheIntroductionplaysacriticalroleinsettingthecontextforthestudyandengagingthereaders...Insimpleterms,theIntroductionservestoaddressthequestion‘Why’”PartIIWhatisthePurposeofanIntroduction?PartIIReadingandAnalyzingTable2.1

CARSModeloftheIntroductionSectionMovesDescriptionsImpliedQuestionsEstablisharesearchterritoryExplainthebackgroundcontextoftheresearchtopic,includingpreviousresearch.Whatistheresearchproblemortopic?Whyisthistopicimportant?Whathasbeenachievedbypreviousstudies?EstablishanicheExplainthatoneareaoftheresearchtopicismissinginformationorthatthecurrentresearchisinadequate.Whatisthelimitationofpreviousstudies?Whatisthechallengethatneedstobeaddressed?OccupythenicheExplainhowthecurrentresearch“fillsin”thatmissinginformationfromtheresearchtopic.Howwillthecurrentstudyaddresstheresearchgapthatyouhaveidentified?1.EstablishTerritoryDefinethebroadresearchareaandexplainitssignificance.Address:Whatisthetopic?Whyisitimportant?2.EstablishaNicheIdentifyagap,limitation,orunansweredquestioninexistingresearch.Address:Whatismissing?Whatistheproblem?3.OccupytheNichePositionyourstudyasthesolutiontofilltheidentifiedgap.Address:Howwillthisstudyaddresstheproblem?TheCARSModel:CreatingaResearchSpace“Tomakeitmoreconcreteandeasiertofollow,wecanfurtherdividetheabovethreemovesintofoursteps...”Step1ProvideBackgroundInformationStep2SummarizePreviousResearchesStep3IdentifytheLimitationsorGapsStep4DescribethePresentResearchTheFour-StepStructurePurpose&SignificanceExplainthesignificanceandcontextoftheresearcharea.Setthestageforthespecificstudy.KeyQuestionsAddressedWhatisthesignificanceofthetopic?Whatisthecurrentresearchfocus?Style&TenseUsePresentTensetodescribeestablishedfactsandknowledge.Maintainaformalacademictone.TextbookGuidance“Explainthesignificance...presentitscontextandhistoricaldevelopment,andintroducethecurrentresearchfocus.”Step1:ProvideBackgroundInformationCorePurposeOutlinetheresearchmap,identifykeytheories/models,andsummarizeprogress.KeyQuestionsWhatprogresshasbeenmade?Whatkeytheoriesarerelevant?GrammarFocusPresentPerfectTenseUsedtoshowactionscompletedwithrelevancetothepresentstateofknowledge.TextbookCitation“Outlinetheresearchmap,andidentifykeytheories,concepts,andmodelsrelatedtoyourresearch.”Step2:SummarizePreviousResearchesCorePurposeStatetheresearchproblem/hypothesisandestablishtherationalebyidentifyinglimitationsinpriorwork.KeyQuestionsWhatproblemdoesthisstudyaimtosolve?Whatistheexistingresearchgap?LanguageCuesUsecontrastwordstosignalshiftfromknowntounknown:however,but,lackof,despite.TextbookReference“Statetheresearchproblem,orpresenttheresearchhypothesis,andthenestablishtherationaleforconductingtheresearch.”Step3:IdentifyLimitationsorGapsPurposePresentthestudy’sobjectives,methods,keyresults(optional),