AbstractIntroduction,as a genre, has conventionally been understood as a piece of discourse which introduces other forms of lengthy discourse, be it a research article, a project report, a laboratory report or even a student essay. In writing introductions to dissertations, Dudley-Evans (1989) discovered a six-move structures. This move structure provides a step-by-step instruction for students to use and is a user-friendly guide in writing their thesis introductions. These moves are designed in a very simple manner that is understood by students at the undergraduate level. This paper which is based on a research that analysed undergraduate research proposals written by students majoring in English Language studies. The aim is to identify if the introduction section adheres to the moves suggested by Evans (1989). Based on the findings the researchers will to introduce a genre- based approach to guide students in writing their thesis introductions

Aziz, Mohd Sallehhudin Abd

Maasum, Tengku Nor Rizan Tengku Mohd

Stapa, Siti Hamin

Elsevier - Publisher Connector 

Identifying Problems in Writing Thesis Introductions in Research Methodology Class 

 Procedia - Social and Behavioral Sciences  112 ( 2014 )  497 – 502 
1877-0428 © 2013 The Authors. Published by Elsevier Ltd.
Selection and peer-review under responsibility of Cognitive-counselling, research and conference services (c-crcs).
doi: 10.1016/j.sbspro.2014.01.1194 
ScienceDirect
International Conference on Education & Educational Psychology 2013 (ICEEPSY 2013) 
Identifying problems in writing thesis 
introductions in research methodology class 
 
Siti Hamin Stapa a,*, Tengku Nor Rizan Tengku Mohd Maasuma, Mohd Sallehhudin Abd Aziz 
a 
 
aSchool of Language Studies and Linguistics, Faculty of Social Sciences and Humanities, Univeristi Kebangsaan Malaysia, Bangi Selangor, 
43600 Malaysia. 
 
Abstract 
Introduction, as a genre, has conventionally been understood as a piece of discourse which introduces other forms 
of lengthy discourse, be it a research article, a project report, a laboratory report or even a student essay.  In 
writing introductions to  dissertations, Dudley-Evans (1989) discovered a six-move structures. This move 
structure provides a step-by-step instruction for students to use and is a user-friendly guide in writing their thesis 
introductions. These moves are designed in a very simple manner that is understood by students at the 
undergraduate level. This paper which is based on a research that analysed undergraduate research proposals 
written by students majoring in English Language studies. The aim is to identify if the introduction section 
adheres to the moves suggested by Evans (1989). Based on the findings the researchers will to introduce a genre-
based approach to guide students in writing their thesis introductions.  
 
 
© 2013 The Authors. Published by Elsevier Ltd. 
Selection and peer-review under responsibility of Dr Zafer Bekirogullari. 
Keywords: writing introduction, genre analysis, move-structure, discourse community, research methodology 
 
 
 
Available online at www.sciencedirect.com
  e uthors. Published by Elsevier Ltd.
Selection and peer-review under responsibility of Cognitive-counselling, research and conference services (c-crcs).
498   Siti Hamin Stapa et al. /  Procedia - Social and Behavioral Sciences  112 ( 2014 )  497 – 502 
1. Introduction 
 
The primary function of written language is to get things done, to convey information and to get information – 
the transactional function (Brown & Yule, 1983). When you write, it is most often for a purpose (Hashim, 2005). 
On branch of writing, academic writing consists of research papers, theses, assignments and reports.  As the term 
paper would denote, these documents all serve a particular purpose and is for the purview of a particular group of 
readers.  More specifically, research articles and theses have as their main purpose, the communication of 
research findings  
and have as their target audience, the academic discourse community of the field or area of research being 
reported.  Due to the transactional nature and message-orientedness of the written language, there is a tendency to 
use more specific words.  In the context of academic writing, researchers want their target audience to understand 
and accept their findings and arguments. Therefore, it is crucial as well that when writing for academic purposes, 
certain conventions and techniques are used.  It is of utmost importance that what is written will reach the 
targeted readers – fellow researchers, to construct the intended meaning when reading the research articles or 
theses.  In other words, academics attempting to write theses must know “how to write well in order to deliver the 
research findings effectively”.  And in order to achieve this, one must know the conventions of academic writing.  
This is especially so if one is a novice or a new member of the academic discourse as in the case of the students 
attending the Research Methodology course. 
 
The ability to communicate with clarity and conforming to the conventions of the genre would take time to 
acquire or learn.  However, with the help of a branch of research known as Genre Analysis, researchers have 
been able to identify certain prototypes of the different documents of academic writing such as theses and 
research articles. More specifically, genre analysis has been able to unearth the formal structures of the 
subsections of the theses such as Abstract, Introduction, Method, Results and Discussion.   
 
Bhatia (1993) defines genre as an event of communication that is recognizable, which is identified by a set of 
communicative purposes which members of the professional or academic community mutually understand and 
recognize, and it happens regularly.  He further listed 7 criteria of genre as below: 
 
a. Genres are reflections of disciplinary cultures and those of the realities of the world of discourse, in 
general. 
b. Genres focus on conventionalized communicative events embedded within the discipline of professional 
practices. 
c. All disciplinary or professional genres have integrity of their own, identified with reference to textual 
and discursive (text –internal) factors, or contextual and disciplinary (text-external) factors.  It is not 
always fixed but frequently contested. 
d. Genres are recognizable communicative events, characterized by a set of communicative purposes 
identified and mutually understood by members of the professional or academic community in which 
they regularly occur. 
e. Genres are highly structured and conventionalized constructs, with constraints on allowable 
contributions in terms of the intentions one can give expression to, the shape they can take, and also in 
terms of the co-grammatical resources one can employ to give discoursal values to such formal features. 
f. Established members of a particular professional community will have a much greater knowledge and 
understanding of generic practices than those who are apprentices, new members, or outsiders. 
g. Although genres are viewed as conventionalized constructs, expert members of the disciplinary and 
professional communities are often in a position to exploit such conventions to express ‘private 
intentions’ within the structures of socially acceptable communicative norms. 
499 Siti Hamin Stapa et al. /  Procedia - Social and Behavioral Sciences  112 ( 2014 )  497 – 502 
(Bhatia, 2002:23). 
Genre analysis is able to provide useful information for novice writers who are not experienced users of a genre, 
by exposing them to the conventions of a particular genre and also the reasons assumed to underlie such 
conventions in the social practices of a community (Bhatia, 1997). With this awareness of genre practices, novice 
writers should be able to explore and produce more complex genres independently and creatively. Another 
advantage of genre analysis is that it is not prescriptive. Once novice writers have mastered using the conventions 
of a particular genre, they can produce their own representations of the genre based on genre exemplars. As 
Bhatia (1993:40) points out: 
 
[e]xploiting rules and conventions for the sake of creativity and innovation is good but it is 
 much better to do so after one has developed at least a good awareness of, if not a good mastery 
 over, such conventions. Moreover, analysis of generic conventions need not always be used 
 prescriptively. 
 
 
Furthermore, the fact that explicit knowledge of genre conventions is used in practice, has the potential to provide 
long term benefits and aid students in retaining genre knowledge over an extended period of time  (Hyon, 2001). 
Introduction, as a genre, has conventionally been understood as a piece of discourse which introduces other forms 
of lengthy discourse, be it a research article, a project report, a laboratory report or even a student essay.  In 
writing introductions to  dissertations, Dudley-Evans (1989) discovered a six-move structure: 
 
1. Move 1: Introducing the field 
2. Move 2: Introducing the general topic (within the field) 
3. Move 3: Introducing the particular topic (within the general topic) 
4. Move 4: Defining the scope of the particular topic by: 
i. Introducing research parameters 
ii. Summarizing previous research 
5. Move 5: Preparing for present research by: 
i. Indicating a gap in previous research 
ii. Indicating a possible extension of previous research 
6. Move 6: introducing present research by: 
i. Stating the aim of the research or 
ii. Describing briefly the work carried out  
iii. Justifing the research 
 
Based on the preliminary analysis of the undergraduate theses majoring in English Language studies, the 
researchers discovered that majority of the students were unable to write their introduction section adequately 
based on Dudley-Evans’ (1989) proposed 6-move structures.  
 
To address the issue above, the researchers would like to introduce a genre-based approach to guide 
students in writing their thesis introductions. This move structure provides a step-by-step instruction for 
students to adopt a user-friendly guide in writing their thesis introductions. These moves are designed in a 
very simple manner that is understood by students at the undergraduate level. 
 
At present, the researchers are involved in teaching a Research Methodology course to second year 
students. This approach will be used as an intervention plan to facilitate the writing of the introduction 
section of the research proposal which will eventually be used in the thesis writing during the final year. 
 
500   Siti Hamin Stapa et al. /  Procedia - Social and Behavioral Sciences  112 ( 2014 )  497 – 502 
2. Methodology 
 
The study employs a qualitative research design using action research. The sample of the study is a group of 22  
second year students majoring in English language Studies at Universiti Kebangsaan Malaysia. They are 
currently attending a course on Research Methodology whereby they are required to write a research proposal at 
the end of the course.  
 
The instruments for the study are: 
1. A collection of 22 research proposal introductions 
2. Genre-based materials for the intervention 
3. A collection of 22 research proposal introductions after the intervention 
 
The research procedure began with the collection of 22 research proposal introductions from the students. The 
students were required to write a research proposal as part of the assessment for the Research Methodology 
course. These proposal introductions were analysed to identify the problems. Next, an intervention in the form of 
instructional materials is implemented. The materials are based on the six-move structure in writing thesis 
introduction proposed by Dudley-Evans (1989).  During this intervention, students will be guided step-by-step to 
write the introduction section using the genre-based approach.  At the end of the intervention the introductions 
written by the students were collected.  They were analysed to evaluate the effects of genre-based approach in 
writing introductions. Based on the findings, this approach will be refined in order to implement the genre-based 
approach in the Research Metodology course offered by the program.  
 
Findings 
The analysis of the introductions written by the students indicate that before the intervention, 50% of the students 
have included all the 6 moves suggested by Dudley-Evans.  However, for moves 4,5 and six most of the students 
did not employ all the sub-moves.  For example Sample 1 did not include sub-move for number 4 ( introducing 
the research parameters) and sub-move number 5 (Indicating a possible extension in previous research).  After 
the intervention, the same number of students (11 -50%) have employed all the moves.  
 
When we compared between the pre and post-intervention, a total number of 9 students (40.9%) showed 
improvements in writing their introductions of the research proposal.  In other words, they have employed more 
moves after the intervention.  5 students (22.7%) did not show any improvement by employing the same number 
of moves.  8 students (36.4%) were found to employ less moves after the intervention.   
 
Comparing all the moves employed by the students, it is found that all 22 students (100%) have employed move 
1  (Introducing the field), move 2 (Introducing the general topic) and move 3 ( Introducing the particular topic) 
before the intervention.  Similar findings were found for moves 1 and 2 after the intervention.  However, one 
student did not employ move 3 after the intervention.   
 
For move 4, only 1 student employed move 4 number 1 (Introducing the research parameter) before the 
intervention.  While after the intervention, 3 students have employed this move.  For move 4 number 2 
(Summarizing previous research), 12 students (54.5%) were indentified to have employed the move.  However, 
after the intervention the students who have used this move have increased to 17 (77.3%).  From this finding we 
can say that the genre-based intervention has an impact on the writing of this particular move. 
 
For move 5 number 1 (Indicating gap in previous research) for the pre-intervention, only 6 (27.2%).students have 
employed this move.  However, the number has doubled after the intervention to 12 (54.5%).  For move 5 
number 2 (Indicating a possible extension in previous research) none of the students have employed this move for 
both the pre and post-intervention.   
501 Siti Hamin Stapa et al. /  Procedia - Social and Behavioral Sciences  112 ( 2014 )  497 – 502 
 
Looking at move 6 numbers 1 and 2 it is surprising fact that the students have employed more moves when they 
were writing during the pre-intervention compared to the post-intervention.  For move 6 number 1 (State the aim 
of the research or Describe briefly work carried out), 18 (81.8%) were found to employ this move compared to 
only 13 (59.1%) have included this move after the intervention.   For move 6 number 2 (Justify the research – 
significance of the study), 13 students (59.1%) were identified to have included this move during the pre-
intervention.  The number has decreased to 10 (45.4%) after the intervention.   
 
Table 1.  Frequency of occurrences of the moves 
 
Pre-intervention Post-intervention 
 
Move Frequency Percentage Frequency Percentage 
 
1 22 100% 22 100% 
2 22 100% 22 100% 
3 22 100% 21 95.4 
4 (1) 1 4.5% 3 13.6% 
4 (2) 12 54.5 17 77.3% 
5 (1) 6 27.2% 12 54.5% 
5 (2) 0 0% 0 0% 
6 (1)  18 81.8% 13 59.1% 
6 (2) 13 59.1% 10 45.4% 
  
 
3. Conclusion 
This study aims to identify the problems in writing research proposal introductions by novice ESL academic 
writers in a local university in Malaysia.   After identifying the problems, the students were introduced to an 
approach in academic writing namely the genre approach.  Using this approach it is found that the problems in 
writing research proposals’ introductions were minimised.  And by using this approach the students were able to 
write more clear and effective introductions.  This approach will later be implemented in the teaching of 
Research Methodology course offered at the school of Language Studies and Linguistics.   
 
Acknowledgement:  This research is funded by Pelan Tindakan Strategik  PTS-2012-031 
 
References 
 
Brown G. & Yule, G. (1983). Teaching the Spoken English: An approach on the Analysis of Conversational   `
 English. Cambridge: Cambridge University Press. 
 
Bhatia, V. K. (1993). Analyzing Genre: Language We Use in Professional Settings. Longman, London. 
 
Bhatia, V. K. (1997). Introduction: genre analysis and world Englishes. World Englishes 16 (3), 313–319. 
 
Bhatia, V. K. (2002). A Generic View of Academic Discourse. In J. Flowerdew, (Ed.) Academic Discourse, `
 Harlow: Pearsons. pp. 21-29. 
Dudley-Evans, T. (1989).  An outline of the value of genre analysis in LSP work. In: Brooks, A., Grundy, P.  
 (Eds.) Individualism and Autonomy in Language Learning. ELT Documents [3]. Modern English  
502   Siti Hamin Stapa et al. /  Procedia - Social and Behavioral Sciences  112 ( 2014 )  497 – 502 
 Publications, Oxford. 
 
Hashim, A. (2005). How to Write a Thesis: The Thesis Writing Journey from Start to Finish. Kuala Lumpur: `
 University of Malaya Press.  
Hyon, Sunn, (2001). Long-term effects of genre-based instructions: a follow-up study of an EAP reading courses. 
 English for Specific Purposes 20, 417–438 


file:///data/core-remote/dit/data/elsevier/pdf/46d/aHR0cDovL2FwaS5lbHNldmllci5jb20vY29udGVudC9hcnRpY2xlL3BpaS9zMTg3NzA0MjgxNDAxMjExNw==.pdf

Identifying Problems in Writing Thesis Introductions in Research Methodology Class

Abstract

Similar works

Full text

Available Versions

Elsevier - Publisher Connector

Elsevier - Publisher Connector