Swales’ Three-Move Model for Introductions

With Revisions and Adaptation for Classroom Use by James Luberda

The following is based upon an empirically-derived model of how “real-world” research article
introductions commonly proceed. Note that it is not a set of rules, but rather something of a
guide as to what readers of research articles and academic essays are likely to expect (and find),
a set of patterns in introductions that facilitate their reading and comprehension. You might
think of each “move” below as a kind of verbal action—a “move” a writer will make to have a
particular effect on the reader. By constructing an introduction more or less along these lines,
you ensure your reader has enough information to follow your essay and make use of the
information it contains.

Move 1 Establishing a territory

In this move, the writer may do one or more of the following to broadly sketch out
where the subject of his/her essay falls—the “big picture”
• Point out the importance of the general subject
• Make generalizations about the subject
• Review items of previous research

Move 2 Establishing a niche

In this move, the writer then indicates to the reader the particular area of the broader
subject that the essay will deal with. This can be done using one of the following:
• Make a counter-claim, i.e. assert something contrary to expectations
• Indicate a gap in the existing research/thinking
• Raise a question about existing research/thinking
• Suggest the essay is continuing a tradition, i.e. it is following in the
footsteps of previous research/thinking

Move 3 Occupying the niche

In this move, the writer then sketches out exactly what this particular essay will
accomplish in relation to move #2, and give the reader a sense of how the essay will
proceed. In general, each of the steps below will appear in this move, in order:
• Step 1: Outline the purpose of the essay, or state the research that was
pursued
• Step 2: State the principal findings of the essay, i.e. what the reader can
expect the essay/research will have accomplished for them by the time
they get to the end
• Step 3: Indicate, roughly, the structure of the essay—what will appear in it and in what
order
Constructing a Research Paper: Introduction Sections
Compare the two kinds of introductory sentences below:
A.
The purpose of this paper is to…
This paper describes and analyses…
My aim in this paper is to…
In this paper we report on…
B.
This study of the writing of 22 first graders and 13 third graders in concerned with how
children learn the rules of punctuation (Cordeiro 1988:62)
C.
Many commentators have noted that sentence connectors (e.g. however) are an important
and useful element in expository and argumentative writing (Feak and Swales
D.
Students of foreign languages often rely on various strategies to memorize vocabulary
words (Shapiro and Waters 2005:129).
Where would you expect to read the different kinds of introduction?
What is the difference between B, C and D in the way they choose to start their
introduction?
(assignments vs. real papers; competition; need to get someone to read it; need to compete for
attention)

Creating a Research Space:

John Swales has investigated the Establish a research
‘moves’ used in research papers to territory
create a research space (the CARS
model Create a Research Space).
(Swales and Feak 1996: 174f). Move 1
1a By showing that the general
research area is important, or
central, interesting,
problematic, or relevant in
some way (optional)
1b By introducing and reviewing
items of previous research in
the area (obligatory)
Move 2 Establish a niche
By indicating a gap in the previous research, raising a question about it
or extending previous knowledge in some way (obligatory)
Move 3 Occupying a niche
3a By outlining purposes or
stating the nature of the
present research (obligatory)
3b By announcing principal
findings (optional)
3c By indicating the structure of
the RP (optional)