Abstract:

Research paper introductions are generally known as challenging and troublesome for novice STEM writers, not only in terms of language skills like vocabulary and grammar, but mainly because of poor learning background in metalinguistic skills such as focus and rhetorical structure. Following a certain rhetorical structure of the introduction adopted in the international scientific community helps keep the focus of the paper and create a text that is clear and understandable to international readers. The study examines the rhetorical structure of introductions in research papers written in the English language by native English speakers and non-native (Russian) English speaking writers. Drawing evidence from 80 research papers randomly selected from top-tier Russian and Anglophone journals in Engineering, Computer Science, Mathematics, and Physics, it examines the textual organization strategies employed by native and non-native (Russian) STEM writers based on Swales’ create-a-research-space (CARS) model. Findings show that Russian non-native authors make use of considerably fewer strategies than native English writers. The present study seeks to inform writing teachers of the rhetorical styles preferred in the international scientific community so that they could advise second language students pursuing doctoral degrees at technical universities. Employing a particular rhetorical structure of the research paper introduction is considered as one of beneficial ways to enhance second language students’ scientific writing skills and enable research articles written by non-native authors to find their way into well-established scientific journals.

Keywords:

STEM, academic writing, genre pedagogy, Create a Research Space (CARS) model, research paper, rhetorical structure.