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Instructions:
- Read the assigned journal article carefully through the link provided below:
https://ejournal.uinsaid.ac.id/index.php/jemin/article/view/9146 - Focus only on the Introduction section.
- Analyze the rhetorical structure using the CARS (Create A Research Space) model.
- Identify each move and step.
Move 1: Establishing a Territory (Showing the importance of the topic)
Step 1: Claiming centrality
The text states that critical thinking is essential in education and helps students handle complex problems.
Emphasizes its importance for academic and professional success.
Step 2: Making generalizations about the topic
Defines critical thinking as a cognitive process involving analyzing, evaluating, and synthesizing information.
Explains its role in promoting intellectual rigor and curiosity.
Step 3: Reviewing previous research
Cites multiple studies (e.g., Barjesteh & Niknezhad, Teng & Yue, Zhang, etc.) to support claims about the value of critical thinking and writing.Move 2: Establishing a Niche (Indicating a gap or problem)
Step 1: Indicating a gap
Highlights that despite its importance, students (especially ESL learners) still struggle with critical writing skills.
Mentions challenges like lack of analytical ability, difficulty in argumentation, and cultural/language barriers.
Step 2: Raising questions / problematizing
Suggests a need to better understand students’ specific needs in developing critical writing skills.
Implies current teaching approaches may not fully address these challenges.Move 3: Occupying the Niche (Presenting the current research)
Step 1: Outlining purposes
States that the research aims to analyze students’ needs in critical writing.
Focuses on improving teaching strategies and curriculum design.
Step 2: Announcing present research / significance
Emphasizes that the study will help develop targeted interventions and improve educational outcomes.
Highlights the contribution to better teaching practices and student success.1) Move 1 paragraph 1-5 because it explains the discussion from the general topic, namely critical thinking, to the specific one, namely critical writing.
2)Move 2 paragraph 6
•Step 1 A: Indicating a gap: paragraph 6 because there is a research gap, namely Despite the above-mentioned studies, the specific needs of critical writing in EFL settings becomes a research gap that still needs further investigations.
•Step 1 B Adding to What is known: Conducting research on students’ learning needs in critical writing is crucial because it provides valuable insights into the specific challenges and requirements of the learning process. This information helps educators tailor instructional strategies and curricula to address gaps in knowledge and skills effectively.
•Step 2: Presenting Positive Justification: Overall, such surveys are a key tool in advancing educational quality and student success in critical writing.3)Move 3 paragraph 7
•Step 1 Announcing present research descriptively and/or purposively:
Therefore, the present study aims to portray English learners’ needs of critical.
•Step 5 Announcing principal outcomes:
To reach the objective, survey research was conducted to depict the English learners’ insights on teaching critical writing.
•Step 6 Stating the value of the present research:
This need analysis survey is expected to inform policy decisions by providing evidence-based insights into the effectiveness of current teaching practices and the areas needing improvement. Policymakers can use this data to allocate resources more efficiently, support professional development for educators, and implement changes that enhance overall educational quality.
•Step 7 Outlining the structure of the paper:
Ultimately, the implications of conducting need analysis research extend beyond the classroom, contributing to the creation of a more robust and responsive education system that better prepares students for the complexities of academic and professional writing in the modern world.Move 1: Establishing a Territory
– Step 1A (Topic Generalizations): Paragraph 1-3
These opening paragraphs discuss general definitions. The author explains that in today’s rapid information age, critical thinking is no longer just an option—it is a necessity. The author then links this to critical writing as the method for students to process and express ideas critically. To gain the reader’s agreement that this issue is a major concern in modern education.
– Step 1B (Reviewing Literature): Paragraph 4-5
The author introduces scientific data and results from previous researchers (such as Yundayani et al., 2017). The content focuses on how prior research proves that critical writing significantly helps students filter information. To provide a theoretical foundation and evidence that this topic has been researched before and has yielded significant results.Move 2: Establishing a Niche
– Step 1A (Indicating A Gap): Paragraph 6
The author notes that while there is plenty of general research on critical writing, there is a lack of studies specifically focusing on students learning English as a Foreign Language (EFL). The author is essentially saying: “Current research is incomplete; there is a ‘void’ in the EFL context, and that is what I intend to fill”.Move 3: Presenting the Present Work
– Step 1 (Announcing Purposes): Paragraph 7
The author directly states that the aim of this research is to explore critical writing practices specifically within that EFL environment.To clarify the primary focus and direction of the research article.
– Step 2 (Summarizing Methods): Paragraph 7
The author provides a brief overview, stating that the research was conducted using a survey research method. To let the reader know technically how the data for this study was collected.
– Step 6 (Stating value/Significance): Paragraph 7
In the final part, the author explains that the findings can eventually be used to help policymakers create better learning systems. To demonstrate the real-world benefits or the contribution this research makes to the future of education.1. Move 1 (Establishing a Research Territory), the authors perform several steps. First,
√ Step 1 (claiming centrality) is shown by stating that critical thinking is an essential skill in higher education. Then,
√ Step 2 (making generalizations) is reflected in the explanation of the role of critical thinking in analyzing and evaluating information. In addition, the authors carry out.
√ Step 3 (reviewing previous research) by citing various previous studies to strengthen the importance of the topic.2. Move 2 (Establishing a Niche), the authors indicate a research gap through
√ Step 1A (indicating a gap), which refers to the lack of empirical evidence and limited understanding of students’ learning needs in critical writing. Furthermore,
√ Step 1B (highlighting problems) is shown by emphasizing the gap between theory and practice and the limited application of critical writing skills in real contexts.3. Move 3 (Occupying the Niche), the authors fill the gap through several steps.
√ Step 1 (announcing present research purpose) is shown by stating that the study aims to analyze students’ needs in critical writing. Second,
√ Step 4 (summarizing method) is reflected in the explanation that the study uses survey research. Third,
√ Step 5 (announcing principal outcomes) is shown by mentioning the expected outcomes of the study. Finally,
√ Step 6 (stating the value of the research) is presented by explaining the significance of the study in improving teaching strategies and curriculum development.Move 1: Establishing a Territory
–Step 1A (Topic Generalizations): Paragraphs 1–3
The opening paragraph explains the concepts of critical thinking and critical writing and their importance in modern education. The author demonstrates that these skills are necessary for academic and professional success.
– Step 1B (Reviewing Literature): Paragraphs 4–5
The author explains the importance of research on critical writing and reviews previous research related to students’ learning needs and challenges in critical writing. This section demonstrates that the topic has been researched and has a theoretical basis.Move 2: Establishing a Niche
– Step 1A (Indicating a Gap): Paragraph 6
The author states a gap, namely the lack of research focusing on critical writing learning needs in EFL contexts.Move 3: Presenting the Present Work
– Step 1 (Announcing Purposes): Paragraph 7
The author states the purpose of the research, which is to analyze students’ critical writing learning needs.
– Step 2 (Summarizing Methods): Paragraph 7
The study used survey research.
– Step 6 (Stating Value): Paragraph 7
The research results are expected to help improve the quality of learning and education policy.Move 1: Establishing a Territory (Paragraphs 1–5)
The focus here is to define the importance of the topic and ground it in existing academic discussions.
Step 1: Claiming Centrality
The author asserts that critical writing is a vital competency in the 21st century, particularly for navigating misinformation and achieving professional independence.
Step 2: Making Topic Generalizations
The text describes critical writing as a sophisticated process involving source evaluation, synthesis of ideas, and the construction of reasoned arguments.
Step 3: Reviewing Previous Research
The writer synthesizes findings from various scholars (e.g., Anderson et al., 2023; Wu et al., 2023) to show that while the skill is essential, many students still struggle to master it.Move 2: Establishing a Niche (Paragraph 6)
The focus here is to pinpoint a specific problem or “gap” that justifies the need for this new study.
Step 1: Indicating a Research Gap
The author identifies a significant void in current literature: the lack of focus on the “specific learning needs” of EFL students regarding critical writing.
Step 2: Presenting Positive Justification
It is argued that without a detailed needs analysis, educational interventions will remain ineffective. Thus, this study is presented as a necessary tool to improve instructional design and student outcomes.Move 3: Occupying the Niche (Paragraph 7)
The focus here is to explain how this research will solve the problems mentioned above.
Step 1: Announcing Purposes
The author clearly defines the research goal: to investigate the specific insights and requirements of English learners in higher education concerning critical writing.
Step 2: Stating the Value of the Research
The text highlights the practical benefits, explaining how the findings will assist policymakers in resource allocation and professional development for teachers.
Step 3: Outlining Broader Implications
The introduction concludes by framing the study as a contribution to a more responsive education system that prepares students for modern global challenges.Move 1: Establishing a Territory
– Step 1A (Topic Generalizations): Paragraph 1–3
The opening paragraphs present general definitions and importance of critical thinking and critical writing. The author explains that these skills are essential in modern education and are closely related to students’ academic and professional success. This helps build background and shows the topic is important.
– Step 1B (Reviewing Literature): Paragraph 4–5
The author reviews previous studies to show that the topic has been widely researched. These studies discuss the importance of critical writing, challenges faced by students, and existing teaching approaches. This provides a theoretical foundation and supports the importance of the topic.
Move 2: Establishing a Niche
– Step 1A (Indicating a Gap): Paragraph 6
The author identifies a research gap by stating that although there are many studies on critical writing, there is still limited empirical evidence, especially in the EFL context. This shows that existing research is incomplete.
– Step 1C (Raising a Problem): Paragraph 6
The author also highlights practical problems, showing that students struggle with critical writing skills, especially in analyzing and evaluating information.
Move 3: Presenting the Present Work
– Step 1 (Announcing Purposes): Paragraph 7
The author clearly states the aim of the study, which is to analyze students’ needs in critical writing, especially in higher education.
– Step 2 (Summarizing Methods): Paragraph 7
The author briefly explains the method used in the study, which is survey research, to collect students’ insights.
– Step 6 (Stating Value/Significance): Paragraph 7
The author explains the contribution and importance of the study, especially for improving education, policy, and teaching strategies.Move 1: Establishing a Territory
Step 1: Claiming Centrality (Paragraph 1)
The authors position critical thinking and critical writing as essential “21st-century skills” in higher education. They argue that these skills are the main pillars for students to process complex information and produce high-quality academic work in a modern environment.
Step 2: Reviewing Previous Research (Paragraph 2 & 3)
The authors synthesize findings from various experts (such as Al-Gharabli and Wade) to demonstrate a strong, established relationship between critical thinking abilities and the overall quality of students’ academic writing.Move 2: Establishing a Niche
Step 1: Indicating a Gap (Paragraph 4 & 5)
Despite the topic’s importance, the authors identify a significant gap: a “paucity of empirical evidence” regarding students’ actual needs in critical writing courses. They specifically highlight that research within the English as a Foreign Language (EFL) context, particularly in Indonesia, remains very limited.Move 3: Occupying the Niche
Step 1: Announcing Purposes (Paragraph 6)
The authors explicitly state that the primary goal of this study is to conduct a Needs Analysis (NA). This study aims to uncover the specific learning requirements of English Department students regarding critical writing at the university level.
Step 2: Announcing Research Scope (Paragraph 6 – Last Sentence)
To conclude the introduction, the authors mention the scale of their research, which involves a survey of 437 undergraduate students from four universities in Surakarta. This scope ensures that the findings are credible and representative of the student population.Move 1: Establishing a Territory
– Step 1 (Claiming Centrality): Paragraph 1-4
The first paragraph introduces the concept of critical thinking and explains its importance in education.
The phrase “is urgent” shows that the authors emphasize the importance of this issue, which is characteristic of Step 1.
The keyword “vital” signals Step 1, as it stresses importance.
The fourth paragraph explains why research in this area is needed.
– step 2 (Making Topic Generalizations)
Paragraph 1-3
The explanation of what critical thinking is and how it functions in education represents Step 2 (Making Topic Generalizations) since the authors define the concept broadly.
The detailed explanation of critical writing and its function represents Step 2, because it provides a general conceptual explanation.
The paragraph also explains the role of critical writing courses in education, which makes it part of Step 2.
– step 3
Paragraph 5
This paragraph clearly represents Step 3, because the authors review earlier studies to show what has already been investigated.Move 2: Establishing a Niche
Step 1A (Indicating a Gap)
Paragraph 6
The phrase “Despite the above-mentioned studies” introduces contrast between previous studies and what is still missing.
Step 1B: Justifying the Gap
Paragraph 6
This is Step 1B (Justifying the Gap) because the authors explain why filling this gap matters.Move 3: Occupying the Niche
– Step 1 (Outlining Purpose)
Paragraph 7
The phrase “aims to” clearly states the objective of the research.
– step 2 (Announcing Method)
This fits Step 2, where researchers announce how the study will be conducted.
– step 3 (Indicating Significance)
It shows how the findings may influence:
* educational policy
* resource allocation
* teaching quality
This is characteristic of Step 3.Move 1: Establishing a Territory
• Paragraph 1 = Step 1 (Topic Generalization)
The author introduces critical thinking in general. Evidence: it is explained as a cognitive process (analysis, evaluation, synthesis). (General concept is introduced.)
• Paragraph 2 = Step 1 (Topic Generalization) → Step 2 (Claiming Centrality)
The author explains critical writing and then shows its importance in learning. (Moves from general idea to importance.)
• Paragraph 3 = Step 2 (Claiming Centrality)
The importance of critical thinking and writing is emphasized in education. (The topic is clearly important.)
• Paragraph 4 = Step 2 (Claiming Centrality) → Step 3 (Reviewing Previous Research)
The author highlights importance and supports it with previous studies. (Importance supported by research.)
• Paragraph 5 = Step 3 (Reviewing Previous Research)
The paragraph focuses on previous studies and findings. (Earlier research is discussed.)Move 2: Establishing a Niche
• Paragraph 6 = Step 1A (Indicating a Gap)
The author shows a research gap. Evidence: “Despite the above-mentioned studies…”. (There is still a problem.)
• Paragraph 6 = Step 1B (Adding to What is Known)
The gap is explained further, especially about students’ needs in critical writing. (The gap is clarified.)
• Paragraph 6 = Step 2 (Presenting Justification)
The importance of conducting this study is explained. (The research is needed.)Move 3: Presenting the Present Work
• Paragraph 7 = Step 1 (Announcing Present Research)
The aim is clearly stated. Evidence: “the present study aims to…”. (The purpose is explained.)
• Paragraph 7 = Step 4 (Summarizing Method)
The method is briefly mentioned. Evidence: survey research. (How the study is conducted.)
• Paragraph 7 = Step 6 (Stating the Value of the Research)
The contribution of the study is explained. (The study is useful for teaching and policy.)Move 1: Establishing a Territory
– Step 1 (Topic Generalizations): Paragraph 1
In this opening paragraph, the author discusses the general importance of Human Resource Management in the era of globalization. The author explains that an organization’s success depends heavily on employee performance. To gain the reader’s agreement, the author frames high-quality HR as the primary asset for staying competitive in a changing world.
-Step 2 (Reviewing Literature): Paragraph 2
The author introduces existing theories regarding work discipline and motivation as key drivers of performance. The content focuses on how these two factors historically influence how employees fulfill their responsibilities. This provides a theoretical foundation and evidence that these variables have been recognized as significant in previous management studies.
Move 2: Establishing a Niche
– Step 1 (Indicating A Gap): Paragraph 3
The author notes that while the theory of performance is well-known, maintaining consistent discipline and high motivation remains a challenge in many practical settings. The author is essentially saying: “General theories exist, but we need to see how they specifically play out in this particular organizational context to solve local performance issues.”
Move 3: Presenting the Present Work
– Step 1 (Announcing Purposes): Paragraph 4
The author directly states that the aim of this research is to determine the effect of work discipline and motivation on employee performance at the specific office mentioned. To clarify the primary direction, the author outlines the specific relationship between these three variables that the study will test.
-Step 2 (Summarizing Methods): Paragraph 4
The author provides a brief overview of the methodology, mentioning that the study uses a quantitative approach. This lets the reader know technically how the data will be analyzed to reach a valid conclusion.
– Step 3 (Stating Value/Significance): Paragraph 4
In the final part of the introduction, the author implies that the findings will help the organization understand which factors most influence their staff. This demonstrates the real-world contribution the research makes toward improving management and organizational efficiency.Move 1: Establishing the Territory
– Step 1 (Claiming Centrality & Generalization): Paragraphs 1–3
This opening paragraph discusses the general idea of the importance of critical thinking in the modern information age. The author explains that critical thinking is no longer an option but a necessity, especially in higher education. This is then connected to critical writing as a way for students to publish and develop their analytical thinking skills. The goal is to demonstrate that this topic is important and relevant in today’s educational context.– Step 2 (Reviewing Previous Research): Paragraphs 4–5
The author introduces findings from previous studies (such as Yundayani et al., 2017) that show that critical writing helps students process, transmit, and filter information effectively. These studies provide supporting evidence and theoretical background, demonstrating that this topic has been explored and is academically significant.Move 2: Establishing the Niche
– Step 1A (Showing the Gap): Paragraph 6
The author points out that although much research has addressed critical writing in general, there is still a lack of research specifically focusing on students in an EFL (English as a Foreign Language) context. This indicates a gap in the existing literature and highlights the need for further investigation in this specific area.Move 3: Filling the Niche
– Step 1 (Stating the Purpose): Paragraph 7
The author clearly states that the purpose of this study is to explore students’ needs in learning critical writing in an EFL context. This helps the reader understand the main focus of the study.– Step 2 (Showing the Method): Paragraph 7
The author briefly explains that this study used a survey research method to collect data from students. This provides an overview of how the study was conducted.– Step 3 (State the Value/Significance): Paragraph 7
The author explains that the results of this study are expected to contribute to improving teaching strategies and curriculum design, particularly in developing students’ critical writing skills. This demonstrates the practical value and contribution of the research.Name: Laili Humairoh
Move 1: Establishing a Territory
Paragraph 1
Step 1: Claiming Centrality
Critical thinking is important in education.
Paragraph 2
Step 2: Making Topic Generalizations
Critical thinking helps students solve problems and make decisions.
Paragraph 3
Step 3: Reviewing Previous Research
The writer mentions previous studies about critical thinking.
Paragraph 4
Step 3: Reviewing Previous Research
The writer discusses studies about writing skills and critical thinking.
Paragraph 5
Step 3: Reviewing Previous Research
The writer explains earlier studies about critical writing in higher education.Move 2: Establishing a Niche
Paragraph 6
Step 1A: Indicating a Gap
Research about students’ needs in critical writing courses is still limited.Move 3: Occupying the Niche
Paragraph 7
Step 1A: Outlining Purposes
The study aims to find students’ learning needs in critical writing courses.
Step 1B: Announcing Present Research
The study uses a survey method.
Step 3: Indicating Significance
The results can help improve critical writing courses.Move 1: Establishing a Territory
Step 1a: Topic Generalizations
Paragraph: 1-3
In this section, the author explains the concepts of critical thinking and critical writing to enhance core skills in education. These abilities are the primary foundation for academic success and individual preparedness for the workplace, including the ability to think argumentatively.
Step 1b: (Reviewing Literature)
Paragraf 4-5
Then, the author connects the topic with various studies to show that critical thinking in writing has become a center of attention in academic research. This study cited discusses the difficulties experienced by students and the learning needs that function to show that this topic has a strong foundation.Move 2: Establishing a Niche
Step 1A (indicating a Gap)
Paragraph 6
In this paragraph, the author focuses on the shortcomings of previous research. In particular, he notes that there is still little in-depth research addressing learning needs in the context of EFL (English as a foreign language).Move 3: (Presenting the Present Work)
Step 1 (Announcing Purpose)
Paragraph 7
Furthermore, the author has a main research objective, namely identifying and analyzing students’ learning needs in improving critical thinking skills in writing.
Step 2 (Summarizing Methods)
Paragraph 7
In addition, the author also briefly explains the method used, namely the survey approach. This information helps readers understand how the research data will be obtained.
Step 6 (Staring Value)
Paragraph 7
Finally, the author emphasizes the research’s benefits, particularly in improving the quality of the learning process and providing suggestions for educational policy. Thus, this research is not only academic in nature but also has more practical implications. - Read the assigned journal article carefully through the link provided below:
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