Worksheet 3.2.1 – Analyzing the Introduction Section

[Daffa]

MOVE 1 : Establishing Territory
Step 1 Claiming Centrality, Paragraph 1-5
The author establishes the topic by explaining that critical thinking and critical writing are important and essential in education. This statement aligns with the purpose of Step 1, which is to demonstrate that the research topic is important and relevant.

MOVE 2 : Establishing a niche
Step 1A Indicating a gap, Paragraph 6
The sentence “becomes a research gap that still requires further investigation” directly indicates that previous research has not yet been able to address the issue in the EFL context.

MOVE 3 : Occupying the niche
Step 1 Announcing present research, Paragraph 7
The phrase “the present study aims to” is a very typical phrase for Step 1 in Move 3. The author states the purpose of the study being reported. The author clearly states the subject of the study is the needs of English language students in learning critical writing at the university level.
Step 4 Summarizing Methods, Paragraph 7
The author briefly mentions that the method used is survey research.

[Hasni]

Move 1: Establishing Research Territory
For paragraphs 1 through 5 (starting from “Critical Thinking is…” until “…Yamin et al. (2023) conducted a comprehensive analysis…”). In these paragraphs, the author provides the necessary background and context for the study. The author discusses the importance of critical thinking and critical writing in education, specifically for English language students. They cite numerous previous studies to show that this is a well-established and important area of academic interest.

Move 2: Establishing a Niche
For paragraph 6 (starting with “Despite the above-mentioned studies…”). This is the “hinge” of the introduction where the author points out a gap in the current research. While many studies exist, the author argues that the specific needs of critical writing in EFL (English as a Foreign Language) settings still need further investigation. By using the word “Despite”, the author gives the signal that existing research isn’t enough and that there is an open “niche” or space that their new research will fill.

Move 3: Presenting Present Research
For the last paragraph, 7 (starting with “Therefore, the present study aims to…”). In this paragraph, the author turns the gap identified in Move 2 into the actual space their study will occupy. The author clearly states the objective “to portray English learners’ needs of critical writing in higher education setting”. They describe how they will do this (through a survey) and how the results will help policymakers and educators improve their teaching practices. This move directly answers the niche by providing the research that was previously missing.

[Alya]

Paragraphs 1-5, move 1, introduce the research topic and discuss the importance of critical thinking and critical writing.

Paragraph 6, move 2, identifies the research gap, highlighting the shortcomings of previous research and the need for further research.

Paragraph 7, move 3, discusses the author’s research objectives.

[Andina]

Move 1: Establishing a Territory

– Step 1A (Topic Generalizations): Paragraphs 1-3, 4 (partial)
These paragraphs give broad overviews of critical thinking and writing. The author starts by defining critical thinking as key for analyzing info and decisions, then ties it to critical writing for academic success. Para 3 pushes why a course is “vital” for skills like arguing well.
Why this fits: Builds agreement that the topic is central and urgent in education today, using words like “essential” and “crucial” to hook readers.

– Step 1B (Reviewing Literature): Paragraphs 4-5
The author cites studies like Barjesteh & Niknezhad (2020) and Yundayani et al. (2017), plus Selvaraj & Aziz (2019) and Yamin et al. (2023), to show trends in needs and ESL challenges.
Why this fits: Provides evidence from past work to prove the field is active, setting up credibility before the gap.

Move 2: Establishing a Niche

– Step 1A (Indicating a Gap): Paragraph 6 (main), with hints in Para 4
The author says “despite the above-mentioned studies, specific needs of critical writing in EFL setting becomes a research gap.” It stresses why needs analysis is “urgently needed” for EFL students.
Why this fits: Points out what’s missing—EFL-specific surveys—creating space for this study with phrases like “still needs further investigations.”

Move 3: Presenting the Present Work (called “Occupying the Niche” in CARS)

– Step 1 (Announcing Purposes): Paragraph 7 (start)
“The present study aims to portray English learners’ needs of critical writing… survey research is conducted.”
Why this fits: Clearly states the goal (needs portrayal in higher ed) to fill the gap.

– Step 2 (Summarizing Methods): Paragraph 7 (middle)
Mentions “survey research” to depict learners’ insights on teaching critical writing.
Why this fits: Gives a quick method overview so readers know the approach.

– Step 3 (Announcing Results): Paragraph 7 (end, implied)
“This need analysis survey is expected to inform policy decisions… better prepares students.”
Why this fits: Hints at contributions like policy changes and better teaching, showing value (note: full results come later in paper).

[Fadhil Akbar]

The abstract follows the CARS Model structure. In Move 1 (establishing a territory), the writer claims the importance of critical thinking and writing as essential twenty-first century skills (claiming centrality). In Move 2 (establishing a niche), the writer points out a lack of sufficient empirical research (indicating a gap). In Move 3 (occupying the niche), the study is presented by stating its purpose (to identify students’ learning needs), describing the method (survey with 437 students), summarizing the main findings (students’ priorities, challenges, and expectations), and highlighting the implications (useful for course design and integration of technology).

[Rofiq]

Move 1: The Importance Of Critical Thinking And Its Development Into Critical Writing In Higher Education (paragraphs 1–5)
These paragraphs function to introduce the research area by moving from a broad discussion to a more specific focus. At the beginning, the authors emphasize the importance of critical thinking in education.
Step 1: Claiming Centrality
The topic is positioned as a key competence in the 21st century. The discussion then narrows toward critical writing as a practical extension of critical thinking, especially in academic contexts
Step 2: Making Topic Generalizations
since the authors explain general concepts, roles, and functions of critical writing in supporting students’ academic success. Furthermore, the authors refer to several previous studies related to critical thinking and writing.
Step 3: Reviewing Previous Research
Overall, paragraphs 1–5 establish the research territory by presenting the importance of the topic, general background knowledge, and existing scholarly work.

Move 2: Research Gap In Understanding Students (paragraphs 6)
Where the authors begin to narrow the discussion by identifying a gap in the existing literature.
Step 1A: Indicating a Gap
as the authors point out that despite prior studies, the specific needs of critical writing in EFL contexts are still underexplored. The discussion then expands by explaining why this gap is important to address
Step 1B: Adding to What is Known
as the authors argue that investigating students’ learning needs can provide valuable insights into their challenges and learning requirements. In addition, the authors emphasize the broader benefits of conducting such research, including improving teaching strategies and enhancing learning outcomes, which corresponds
Step 2: Presenting Positive Justification
Therefore, paragraph 6 serves to justify the necessity of the study.
Move 3: The Present Study That Aims To Investigate Students (paragraph 7)
Which functions as the final part of the introduction and presents the current research. In this paragraph, the authors clearly state the aim of the study.
Step 1: Announcing Present Research (purpose)
namely to identify or describe students’ needs in critical writing. The authors also briefly describe the research approach, such as using a survey method
Step 5: Announcing Principal Outcomes
in terms of how the study is conducted. Additionally, the paragraph highlights the contribution of the study, including its potential to inform policy decisions and improve teaching practices
Step 6: Stating the Value of the Present Research
Toward the end, there is also an indication of broader implications
Step 7: Outlining the Structure or Implications of the Paper
although it is not elaborated in detail. This paragraph shows how the study fills the previously identified gap.

[Malik]

[MOVE 1 – Establishing a Territory]
In our own class, difficulties in writing formal letters are quite obvious. Whenever the lecturer assigns formal letter tasks, many students face similar challenges, such as using incorrect formats, switching between formal and informal language unintentionally, having limited formal vocabulary, and struggling to organize ideas clearly. Some students produce sentences that sound too rigid, while others write letters that are vague or even impolite. These observations indicate that formal letter writing remains a challenging skill for many undergraduate students.

[MOVE 2 – Establishing a Niche]
Although a number of studies have examined general writing problems among EFL learners, only a few have specifically focused on formal letter writing within a single classroom context. Most previous research tends to emphasize essay writing or overall writing ability rather than this particular genre. As a result, there is still a lack of detailed understanding of students’ actual difficulties in writing formal letters in a real classroom setting.

[MOVE 3 – Occupying the Niche]
Therefore, this study aims to explore the challenges faced by undergraduate students in writing formal letters in English, particularly among classmates in one classroom. By analyzing classroom assignments and identifying common patterns, this study seeks to highlight the most frequent problems and propose practical solutions for both students and lecturers to improve formal letter writing skills.

[Nayla]

Move 1: Establishing a Territory
Paragraph 1: Step 1 (Claiming Centrality). The author shows that critical thinking is a foundational and essential process in modern education.
Paragraph 2: Step 2 (Making Topic Generalizations). The text defines critical writing and explains its necessity for English students.
Paragraph 3: Step 2 (Making Topic Generalizations). It elaborates on how critical writing courses nurture articulate thinkers.
Paragraph 4: Step 1 (Claiming Centrality). The author argues that researching student needs is “urgently needed” to improve educational quality.
Paragraph 5: Step 3 (Reviewing Items of Previous Research). The author summarizes specific findings and trends from previous studies by Yundayani et al., Selvaraj & Aziz, and Yamin et al..

Move 2: Establishing a Niche
Paragraph 6: Step 1B (Indicating a Gap). By using the phrase “Despite the above-mentioned studies,” the author points out that current research has not yet fully addressed the specific needs of EFL learners.

Move 3: Occupying the Niche
Paragraph 7: Step 1 (Announcing Present Research). The author fills the gap by stating the study’s objective: to portray English learners’ needs through survey research.
Paragraph 7: Step 2 (Announcing Main Findings/Value). The author outlines the “implications,” explaining how this data will help policymakers and educators improve the education system.

[Rafli]

Move 1 : Establishing a Territory
Paragraph 1 – 2 (Step 1 ) Claiming Centrality
the author aims to demonstrate that critical thinking is important.
Paragraph 2 – 3 (Step 2 ) Topic Generalization
the author provides a definition and an overview of critical thinking.
Paragraph 1-5 ( Step 3 ) Reviewing Previous Research
the author provides a review of previous research, and in paragraph 5, the literature review is more detailed; the author aims to present or compare the findings of their study with those of previous researchers.
Move 2 : Establing a Niche
Paragraph 6 ( Step 1B ) Indicating a Gap
In the sentence “Despite the above-mentioned studies, specific needs of critical writing in EFL setting becomes a research gap that still needs further investigations.” This sentence highlights that key gap, while the sentence “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” reinforces the gap identified by the author.
Move 3 : Occupaying the Niche
Paragraph 7 ( Step 1A ) Outlining Purpose
The author states that the purpose of this study is to describe the writing needs of English language learners in higher education settings.
Paragraph 7 ( Step 1B ) Announcing Present Research
The author emphasizes that, to achieve the objectives of this study, a survey was conducted to describe English language learners’ perspectives on critical writing

[Hana]

Move 1: Establishing the Research Territory
Paragraph 1:
Step: Claiming centrality
The author highlights the importance of critical thinking as a fundamental skill in education and decision-making processes.
Paragraph 2
Step: Topic generalization
The discussion broadens to explain critical writing and its connection to critical thinking, emphasizing its role in academic contexts.
Paragraph 3
Step: Claiming centrality
The author stresses the significance of critical writing instruction, particularly in English language learning.
Paragraph 4
Step : Generalization with justification
The paragraph underlines the importance of conducting needs analysis to improve the teaching and learning of critical writing.
Paragraph 5
Step: Reviewing previous research
The author summarizes several earlier studies that address students’ challenges and needs in developing critical writing skills.
Move 2: Establishing a Niche
Paragraph
Step 1A: Indicating a gap
The author points out that research on learners’ needs in critical writing, especially in EFL contexts, is still insufficient.
Step 2: Presenting justification
It is further argued that investigating these needs is necessary to enhance instructional practices and learning outcomes.
Move 3: Presenting the Present Research
Paragraph 7
Step 1: outlining the purpose of the study
The study aims to identify students’ learning needs in critical writing at the tertiary level.
Step2: Summarizing the method
A survey design is employed to collect data from English learners.
Step 6: Stating the value of the study
in the final explain that The findings are expected to contribute to improving curriculum design and teaching strategies in critical writing courses.

[Deraya]

Move 1: Establishing a Territory
In this move, the authors establish that the research area is very important, central, and relevant to the field of English education.
Step 1: Claiming Centrality
Text Evidence: “Critical thinking and writing are considered as one of the twenty-first century skills that must be acquired by students.”
Analysis: The authors begin by declare and emphasizing that the topic is a vital skill for modern students, justifying why the research is worth conducting.
Step 2: Making Topic Generalizations
Text Evidence: “Critical thinking is a cognitive process that involves analyzing, evaluating, and synthesizing information… In the context of education, fostering critical thinking is essential.”
Analysis: The authors provide general information and definitions regarding the role of critical thinking in higher education.
Step 3: Reviewing Previous Research
Text Evidence: The introduction cites various scholars such as (Barjesteh and Niknezhad, 2020) and (Teng and Yue, 2023).
Analysis: This shows that the authors are building upon existing academic conversations and established knowledge.

Move 2: Establishing a Niche
In this move, the authors create a space for their study by identifying a gap or a problem in current knowledge.
Step 1: Indicating a Gap
Text Evidence: “…however, research on this area still needs more empirical paucity of evidence.”
Analysis: The use of the word “however” signals the transition to the gap. The authors point out that while the skill is important, there is not enough empirical data yet, especially regarding student needs.

Move 3: Occupying the Niche
In the final move, the authors explain how their specific study will fill the gap identified in Move 2.
Step 1: Announcing Present Research / Outlining Purposes
Text Evidence: “The present study aims to reveal English students’ learning needs on critical writing course at university level.”
Analysis: The authors explicitly state the objective of the paper, moving from the general problem to their specific research goal.
Step 2: Announcing Principle Method
Text Evidence: “Drawing on survey research, this study invites 437 undergraduate students majoring in English department…”
Analysis: The authors briefly describe the approach and the participants to show how the study was conducted.

[Deraya]

Move 1: Establishing a Territory
In this move, the authors establish that the research area is important, central, and relevant to the field of English education.
Step 1: Claiming Centrality
Text Evidence: “Critical thinking and writing are considered as one of the twenty-first century skills that must be acquired by students.”
Analysis: The authors begin by emphasizing that the topic is a vital skill for modern students, justifying why the research is worth conducting.
Step 2: Making Topic Generalizations
Text Evidence: “Critical thinking is a cognitive process that involves analyzing, evaluating, and synthesizing information… In the context of education, fostering critical thinking is essential.”
Analysis: The authors provide general information and definitions regarding the role of critical thinking in higher education.
Step 3: Reviewing Previous Research
Text Evidence: The introduction cites various scholars such as (Barjesteh and Niknezhad, 2020) and (Teng and Yue, 2023).
Analysis: This shows that the authors are building upon existing academic conversations and established knowledge.

Move 2: Establishing a Niche
In this move, the authors create a space for their study by identifying a gap or a problem in current knowledge.
Step 1: Indicating a Gap
Text Evidence: “…however, research on this area still needs more empirical paucity of evidence.”
Analysis: The use of the word “however” signals the transition to the gap. The authors point out that while the skill is important, there is not enough empirical data yet, especially regarding student necessites.

Move 3: Occupying the Niche
In the final move, the authors explain how their specific study will fill the gap identified in Move 2.
Step 1: Announcing Present Research / Outlining Purposes
Text Evidence: “The present study aims to reveal English students’ learning needs on critical writing course at university level.”
Analysis: The authors explicitly state the objective of the paper, moving from the general problem to their specific research goal.
Step 2: Announcing principle Method
Text Evidence: “Drawing on survey research, this study invites 437 undergraduate students majoring in English department…”
Analysis: The authors briefly describe the approach and the participants to show how the study was conducted.

[Avada]

Move 1 : Establishing a Territory (Paragraph 1 – 5)
These paragraphs clearly define key concepts (critical thinking and critical writing), explain their importance in education, and support the discussion with relevant studies, which helps build a strong research background.

Move 2 : Establishing a Niche (Paragraph 6)
– Step 1A : Indicating a gap (1st sentence)
The first sentence explicitly states that research on critical writing needs in EFL contexts is still limited.
– Step 1B : Adding to what is known (2nd and 3rd sentence)
The next sentences explain why investigating students’ needs is important and what insights such research can provide.
– Step 2 : Presenting positive justification (4th – 9th sentence)
The remaining sentences justify the study by emphasizing its benefits for improving teaching strategies, student outcomes, and educational equity.

Move 3 : Presenting the Present Work (Paragraph 7)
– Step 1 : Announcing present research purposively (1st sentence)
The first sentence clearly states the aim of the study.
– Step 4 : Summarizing method (2nd sentence)
The second sentence briefly explains that survey research is used.
– Step 5 : Announcing Principles Outcomes (3rd sentence)
The third sentence indicates expected findings in terms of insights for teaching practices.
– Step 6 : Stating the value of the present research (4th sentence)
The final sentence highlights the broader impact of the study on policy and educational improvement.

[Sania]

Name: Sania Buchori M
Student ID: 24220069

Move 1: Introduce the Field
The beginning (pages 59-60) convince the reader that the topic is important.
Step:
Claim the urgency—say that critical thinking and critical writing are essential for English students to succeed academically, in the workplace, and to combat misinformation. Overview—explain that critical writing involves building strong arguments using evidence, being clear and coherent. Summarize previous studies, such as Yundayani (2017) on the lack of argumentative skills, Selvaraj (2019) on ESL challenges, and Yamin (2023) on the curriculum gap.

Move 2: Point Out the Gap
The paragraph “Despite the above-mentioned studies” (page 60)—state what is missing.
Step:
Indicate the gap—previous studies have not addressed the specific needs of critical writing in Indonesian EFL. Connect the niche—surveys of student needs are needed for appropriate instruction, addressing difficulties with complex texts, and creating inclusive classrooms.

Move 3: Fill the Gap
Final paragraph—announce this research.
Step: The purpose of this survey is to gather student insights into critical writing instruction in higher education. The benefits are to inform policy, resource allocation, and improve education so students are prepared for the real world.

[Keysha]

> Move 1: Establishing a Territory
– Step 1A (Topic Generalizations): Paragraphs 1–3
The opening paragraphs present general definitions related to the topic. The author explains that in today’s fast-paced information era, critical thinking is no longer optional but essential. This idea is then connected to critical writing, which is viewed as a means for students to process and express their ideas critically. The purpose of this section is to establish the importance of the topic and gain the reader’s agreement that it is a significant issue in modern education.

– Step 1B (Reviewing Literature): Paragraphs 4–5
In these paragraphs, the author reviews previous studies and presents empirical evidence from earlier researchers (e.g., Yundayani et al., 2017). The discussion highlights how prior research has demonstrated that critical writing plays an important role in helping students evaluate and filter information. This section aims to provide a theoretical foundation and show that the topic has been widely studied with meaningful findings.

> Move 2: Establishing a Niche
– Step 1A (Indicating a Gap): Paragraph 6
The author identifies a gap in the existing literature by pointing out that, although critical writing has been widely researched, there is still limited attention given to its application in English as a Foreign Language (EFL) contexts. This indicates that previous studies are not fully comprehensive, and there is a need for more focused research in this specific area.

> Move 3: Presenting the Present Work
– Step 1 (Announcing Purposes): Paragraph 7
The author clearly states that the purpose of the study is to explore critical writing practices within the EFL context. This helps define the main focus and direction of the research.

– Step 2 (Summarizing Methods): Paragraph 7
A brief description of the research method is also provided, indicating that the study employs a survey research design. This informs readers about how the data were collected.

– Step 6 (Stating Value/Significance): Paragraph 7
Finally, the author highlights the significance of the study by explaining that the findings may contribute to improving educational practices, particularly by assisting policymakers in developing more effective learning systems. This emphasizes the practical value of the research.

[Author]

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