Bulleiin ol he Univeisiiy ol FleciioCommunicuiions, !1I, pp. oI1O!OI!!eului !

upeis
!eceived on Sepiemhei !, !OII.
!uiiiime ieuchei, he Univeisiiy ol FleciioCommunicuiions.
Introduction
. eniehused cuiiiculum vus implemenied hy ihe
Cuiiiculum Developmeni Commiiiee (CDC) ol ihe
Fnlish Depuiimeni ui ihe Univeisiiy ol Fleciio
Communicuiions (UFC) siuiiin liom ihe ucudemic yeui
ol !OIO. his seemed io he u nuiuiul occuiience, us
genre hus iecenily hecome one ol ihe mosi impoiiuni
und inueniiul concepis in lunuue educuiion (Iylund,
!OO1, p. o). heie uie ihiee mu,oi iheoieiicul schools ol
enie. Noiih .meiicun Nev !heioiic (N!), Sysiemic
Iunciionul Linuisiics (SIL), und Fnlish loi Specilic
!uiposes (FS!). he UFC cuiiiculum seems io he
inlluenced hy ivo ol ihese iiudiiions, piimuiily SIL
und io u lessei deiee FS!.
In ihe UFC eniehused cuiiiculum, euch compulsoiy
Fnlish couise loi liisi und secondyeui siudenis
coniuins iequiied enies ihui musi he iuuhi, ulihouh
ihe peduoicul uppiouch und meihodoloy io ieuch
ihese enies vus leli up io ihe euch individuul
insiiucioi. Ilexihiliiy in uppiouch und meihodoloy
noiviihsiundin, ii vus ieconized hy ihe CDC ihui ihe
nev eniehused cuiiiculum iepiesenied u dieieni oi
nev puiudim loi muny ol ihe Fnlish insiiuciois. his
in iuin cieuied u need loi seveiul Iuculiy Developmeni
(ID) voikshops ihui huve heen conducied since ihe
incepiion ol ihis cuiiiculum, und vill coniinue io he
conducied in ihe luiuie.
his pupei lollovs ihis developmeni iiend und
compiises ivo hioud puiposes. he isi is io piomoie
und suppoii ihe eniehused cuiiiculum ui UFC und
ihe second is io shuie hov enie iheoiy cun iiunsluie
inio piuciicul clussioom upplicuiions. he puiiicului
enie undei siudy in ihis pupei is ihe Inlroouclton
MelhoosIesullsDtscusston (IM!D) ieseuich uiiicle
(!.), und moie specicully, ihe explicii insiiuciion ol
ihe Meihods seciion ol ihis iype ol ieseuich enie.
he IM!D !. enie in iis husic loim is puii ol ihe
compulsoiy Fnlish couises loi secondyeui siudenis
ui UFC. his peduoicul locus lulls undei Fnlish
Utilizing Genre Analysis: From Theory to Application in Teaching the
Research Article Methods Section
Steven Taro Suzuki
Abstract
The implementation of a genre-based curriculum by the University of Electro-Communications
(UEC) English department created a need for all of the English instructors to have some working
knowledge of genre-based pedagogy. This paper attempts to fill part of that need with some micro-
teaching applications focusing on explicitly teaching the Methods section of the Introduction-
Methods-Results-Discussion (IMRD) research article (RA), one of the required genres to be taught
in the second-year compulsory English courses at UEC. These applications are derived from genre
theory and genre analysis advanced by English for Specific Purposes (ESP). A brief review of these
concepts within the ESP framework will be covered as well as a compressed overview of the IMRD
RA. One major implication of this article is that genre analysis can be a powerful tool that enables
teachers to better assist students in improving their language skills and their use of relevant genres
in particular academic contexts.
Keywords : Genre, analysis, ESP, Methods, research, IMRD, context, text, rhetorical
o! Sieven uio Suzuki Iehiuuiy !OI!
loi .cudemic !uipose (F.!), one ol ihe muin loims
ol FS!. he peduoicul meihodoloy ihui vill luiei
he desciihed is deiived liom genre anal,sts, oi ihe
unulyzin ol iexis in vuys io undeisiund hov enies
uie consiiucied und used (Iylund, !OO1).
In ihe lollovin seciions ol ihis pupei, enie und
enie unulysis viihin ihe FS! liumevoik, und ihe
IM!D !. vill he hiielly discussed. hen in moie
deiuil, ihe piimuiy leuiuies ol ihe Meihods seciion vill
he coveied uiilizin enie unulysis on uuiheniic iexis,
lolloved hy uselul upplicuiions in ihe clussioom. Iinully,
u discussion vill ensue, uddiessin poieniiul issues und
implicuiions ol expliciily ieuchin ihe Meihods seciion
und ihe IM!D !. us u vhole.
2. Genre and Genre Analysis
.1Cenre
Denin ihe concepi ol enie vuiies umon ihe ihiee
iheoieiicul schools, und ihese dilleiences iune liom
un exclusive locus on iexiuul siiuciuie ulone io ihe
necessiiy io considei coniexiuul luciois us vell us
seveiul oihei uspecis ihui coniiihuie io ideniilyin u
communicuiive eveni us un insiunce ol u puiiicului
enie (!uliiide, !OOI). Ioi ihe piuciicul puiposes ol
ihis pupei, enie vill he consideied viihin ihe FS!
liumevoik, hovevei, ii is noievoiihy io poini oui
ihui FS! diuvs liom un ecleciic iheoieiicul huse und
someiimes employs concepis liom hoih SIL und N!.
Ii vus in FS! vheie ihe ieim genre vus liisi
iniioduced in ID8I (!uliiide, !OOI). he viiiuoso
ol FS! enie siudies, |ohn Svules, olleis u hihly
compiehensive deliniiion ol enie viihin ihe FS!
liumevoik in his seminul voik, Cenie .nulysis. Fnlish
in ucudemic und ieseuich seiiins (IDDO). In summuiy,
he pioposes ihui u enie is u cluss ol communicuiive
evenis viih some shuied sei ol communicuiive
puiposes, vhich uie ieconized und piomoied hy ihe
expeii memheis ol u discouise communiiy
I
. Ie luiihei
usseiis ihui ihis sei ol puiposes, vhich iuiionulizes ihe
use ol u enie, inlluences, shupes, und consiiuins ihe
siiuciuie, conieni, und siyle ol ihe discouise.
Iovevei, in suhsequeni viiiin, Svules (!OO1)
quesiions ihe vulue und vulidiiy ol such deliniiionul
desciipiions und uiues ihui huvin such iiid
deniiions cun limii ihe uhiliiy io see und undeisiund
nevly emeiin enies loi vhui ihey ieully uie, und
poiniedly siuies.
I nov hel i eve ihui ve shoul d see oui uiiempis io
chuiucieiize enies us hein esseniiully u meiuphoiicul
endeuvoi, so ihui ihe vuiious meiuphois ihui cun he invoked
shed, in vuiyin piopoiiions uccoidin io ciicumsiunces,
iheii ovn lihi on oui undeisiundins (Svules, !OO1, p. GI).
Iiuie I shovs six meiuphois ol enie ouilined hy
Svules (!OO1).
Genre Metaphors Variable Outcomes

Frames for Social Action
(Bazerman, 1997)
Guiding Principles






Language Standards
(Devitt, 1997)
Conventional Expectations
Biological Species
(Fishelov, 1993)
Complex Historicities
Families and Prototypes
(Fishelov, 1993)
Variable Links to the Center
Institutions
(Fishelov, 1993)
Shaping Contexts; Roles
Speech Acts
(Fishelov, 1993;
Bazerman, 1994)
Directed Discourses

G
E
N
R
E
S
Figure 1: Metaphors of genre (after Swales, 2004, p. 68)
Iishelov (IDDo) muinly deuls viih liieiuiy enies
(e.. epic, iiuedy, comedy), und hoih Buzeimun (IDD1,
IDD7) und Deviii (IDD7) uie olien ussociuied viih N!.
.ddiiionully, iheie uie siill oihei issues uddiessed hy
Svules ihui uie oui ol ihe scope ol ihis pupei, hovevei,
vhui hus heen piesenied heie, vhich exemplies ihe
ecleciic iheoieiicul huse liom vhich FS! diuvs, oeis
u iich, ulheii hiiel muliiluceied peispeciive on ihe
concepi ol enie.
.CenreAnal,sts
Cenie unulysis is u hiunch ol discouise unulysis ihui
employs ihe unulyzin ol iexis in vuys io undeisiund
hov enies uie consiiucied und used in puiiicului
communicuiive siiuuiions (Iylund, !OO1). One viev
ihui is shuied umon ull enie unulysis is ihui lunuue
is ihe key leuiuie ol hov sociul coniexis uie cieuied
(Iylund, !OO1). .ddiiionully, Iylund poinis oui ihui ull
uppiouches shuie ihe sume oul ol.
Coniiihuiin io u model ol lunuue use iich in
sociul, culiuiul, und insiiiuiionul explunuiion
Linkin lunuue io coniexis
I Dtscourse is u linuisiic ieim ihui ieleis io iexi, spoken oi viiiien, ihui oes heyond ihe void und senience level (e..
puiuiuph, chupiei, eic.) Dtscoursecozzuntl, is u ieim olien used in FS! ihui ieleis io u ioup, olien un occupuiionul
one ihui possesses one oi moie enies loi ihe ieusons meniioned in ihe deliniiion.
Uiilizin Cenie .nulysis. Iiom heoiy io .pplicuiion in euchin ihe !eseuich .iiicle Meihods Seciion oo
Olleiin piuciicul und uselul vuys ol hundlin
conveniionulized uspecis ol iexis
Iovevei, us viih ihe deniiion ol enie, uppiouches
io enie unulysis ulso vuiy umon ihe ihiee enie
iiudiiions, und once uuin, ihe limii ol ihe scope heie
vill he enie unulysis viihin ihe FS! liumevoik.
In conduciin enie unulysis, ihe FS! unulysi vill,
vhile keepin in mind ihe communicuiive puipose ol
u iuiei iexi, liisi look ui ihe siiuuiionul use ol ihe
iexi heloie exuminin iis key leuiuies. Iylund (!OO1)
suesis ihui ihis muy he done hy ussessin ihe needs
ol ihe siudenis, mukin ,udmenis uhoui iheii cuiieni
lunuue uhiliiies, colleciin iexis und oihei inloimuiion
liom ihe iuiei coniexi iisell, und consuliin viih
expeii memheis ol ihe iuiei discouise communiiy. In
luci, ihis uuihoi did exucily ihui. .liei evuluuiin ihe
needs und cuiieni lunuue uhiliiies ol ihe siudenis
ieceivin insiiuciion on ihe iuiei enie, seminuis
und pieseniuiions in ihe iuiei coniexi veie uiiended
on seveiul occusions. Inloimuiion vus uiheied vhile
colluhoiuiin viih vuiious memheis ol ihui discouise
communiiy, und ihe enie unulysis ihui vill he luiei
demonsiiuied vus done on uuiheniic conleience diesi
pupeis ieceived liom u speciulisi inloimuni liom ihe
iuiei discouise communiiy.
heie i s u dunei ol usi n enie ieuchi n
models inuppiopiiuiely since muny il noi mosi FS!
piuciiiioneis come liom huckiounds unieluied io
ihe iuiei discipline vhich ihey musi ieuch (.nihony,
IDD8u, IDDD). his mukes colluhoiuiion viih speciulisi
inloimunis u key concepi in FS! piuciices, und
.nihony (IDD8h, !OOO) uiues ihui ihis is one ol ihe
condiiions ihui musi he mei loi ihe explicii insiiuciion
ol enies io he eeciive. .nihony (!OO7) ulso pioposes
ihui FS! ieucheis cun exploii iheii nonexpeii siuius
hy udopiin u ieuchei us siudeni uppiouch in couise
developmeni, seekin help und knovlede liom hoih
siudenis und speciulisi inloimunis.
3. The IMRD RA
he locus ol ihis pupei is ihe Meihods seciion ol ihe
IM!D !.. Iovevei, ihe Meihods seciion is u puii ol u
luiei vhole, und ii is iheieloie uppiopiiuie io hiiey
oveiviev ihe IM!D !. io see hov ihis seciion liis
inio ihe iund scheme ol ihis enie iexi iype. his
vill simple he done viih u uie und u iuhle. Iiuie !
shovs ihe oveiull iheioiicul shupe ol ihe IM!D !..
General

Specific
Specific

General
Introduction (I)
Methods and
Materials (M)
Results (R)
Discussion (D)
Figure 2: Overall rhetorical shape of the IMRD RA
(after Swales & Feak, 2004, p. 222)
uhle I shovs ihe iheioiicul lunciions ol euch seciion
ol ihe IM!D !..
Table 1: Rhetorical functions of each section of the IMRD RA
(after Swales & Feak, 2004, pp. 222-223)
SectIons KhetorIcaI IunctIons
Iniioduciion (I) !iimuiy. !iovides iuiionule loi ihe ieseuich,
movin liom eneiul discussion ol ihe iopic io u
specic quesiion oi hypoihesis.
Seconduiy. .iiiucis inieiesi in ihe iopic.
Meihods (M) Desciihes meihodoloy, muieiiuls, und pioceduies.
!esulis (!) Desciihes ndins ol ihe ieseuich viih vuiiuhle
commenis.
Discussion (D) Olleis un incieusinly eneiulized uccouni ol
vhui vus leuined in ihe ieseuich, und someiimes
ieleis huck io siuiemenis mude in ihe Iniioduciion.
4. The Methods Section
In ihis seciion, mu,oi leuiuies ol ihe Meihods seciion
vill he hihlihied uiilizin enie unulysis. .ll uspecis
ol ihe Meihods seciion vill noi he coveied heie, us
ihis unulysis vus done piimuiily viih ihe piumuiic
inieniion ol cieuiin ieuchin upplicuiions, hovevei,
some iiems leli oui heie vill he iopics luiei in ihe
Discussion seciion.
4.1Ihelortcal!unclton
he iheioiicul lunciion ol ihe Meihods seciion is io
desciihe, in vuiyin deiees ol deiuil, ihe meihodoloy,
muieiiuls, und pioceduies conducied in ihe ieseuich
(Svules & Ieuk, !OO1). .ccoidin io Svules und Ieuk,
Meihods seciions vuiy consideiuhly ucioss disciplines
iunin on u coniinuum liom hein veiy conoenseo
o1 Sieven uio Suzuki Iehiuuiy !OI!
io eluhoiuiely exlenoeo (p. !!o, oiiinul iiulics), und
ihe ieim Melhoos is noi ulvuys used us u seciion
heudin (e.. he luo,, !xfertzenl, !xfertzenlal
eluf). .ddiiionully, ii is common in some elds io huve
suhseciions ihui deul viih puiiicipunis ol ihe siudy,
muieiiuls used, deliniiions implemenied, oi siuiisiicul
pioceduies employed (Svules & Ieuk, !OO1).
4.enseanoTotce
he Meihods seciion is iypicully viiiien in ihe pusi
iense. his is evideni in u siudy done hy Iesloi
(ID8!), vheie he lound ihui D1 peiceni ol ihe Meihods
seciions ol ihe IG !.s he unulyzed veie viiiien in
ihe simple pusi iense. Iis oveiull ndins uie shovn in
uhle !.
Table 2: Tense and voice per section of 16 RAs (Table adopted
from Swales, 1990, p. 135; after Heslot, 1982)
I M ! D
% % % %
Simple !ieseni 18.o 4.0 G.O 18.o
Simple !usi oo.O 94.0 D1.O oD.O
.ciive Voice G7.O 17.0 7!.O 8o.o
.ddiiionully, us cun he seen, only I7 peiceni ol ihe
Meihods seciions veie viiiien in ihe uciive voice. his
suesis ihui Meihods seciions uie ulso usuully viiiien
viih ihe ihiid peison pussive voice, us in ihe lollovin
exumple iuken liom ihe !xfertzenlal seluf seciion
ol u conleience diesi pupei viiiien hy loimei UFC
iuduuie siudenis und iheii supeivisoi (Suzuki, Ohiiu,
Sukuuchi, & Ueno, !OOG).
he coniinuousvuve (cv) lihi ui Io1D.DGonm vus in,ecied
inio ihe iin cuviiy ui OdBm (Fxpeiimeniul sei up seciion,
puiu. I).
Iovevei, some ieseuicheis muy viiie in ihe liisi
peison uciive voice in some disciplines und vhen iheie
uie numeious uuihois us shovn in ihe senience ihui
immediuiely lollovs ihe uhove exumple.
\e ud,usied ihe cv vuvelenih io ihe iop ol ihe iiunsmission
speciium ol ihe 1OCIz eiulon inside ihe cuviiy (Suzuki ei
ul, !OOG, Fxpeiimeniul sei up seciion, puiu. I ).
4.3halNoztnalt.altons
.noihei common leuiuie ol ihe Meihods seciion is
ihe uhsence ol lhalnoztnalt.altons (\esi, ID8O). o
illusiiuie ihuinominul use, considei ihe lollovin ivo
seniences iuken liom ivo conleience diesi pupeis,
ihe isi ol vhich hus ulieudy heen meniioned uhove.
huinominul elemenis huve heen iiulicized.
Ii hus heen shovn lhal lhe oulfulfulse`s vtolh (5 fs) tn
lhts scheze ts slrongl, oelerztneo h, an tnler/erence oela,
ltze (l5 fs) tnstoe lhe DIC j5,o] (Suzuki ei ul, !OOG,
Iniioduciion seciion, puiu. I).
\e expeiimeniully veiilied lhal lhe slrong vave/orz
otslorlton tnouceo h, lhe seconoslovesl relaxalton ltze
conslanl o/ seztconouclor zalertals tn general ts clearl,
rezoveo h, our svtlchtng lhe allofltcal gale scheze /roz
lheconvenltonalonelolhenevone (Nishidu, Shinudu, \udu,
Yumu,i, & Ueno, !OOD, Conclusion, puiu. I).
he loimei senience vus iuken liom ihe Inlroouclton
seciion und ihe luiiei iuken liom ihe Concluston
!
. \esi
(ID8O) lound ihui ihuinominul consiiuciions vould
olien occui in Iniioduciion und Discussion seciions, us
ihese consiiuciions veie used io muke cluims uhoui
oihei siuiemenis in ihe iexi. Iovevei, ihe Meihods
seciion iuiely mukes cluims, us iis iheioiicul lunciion
is piimuiily desciihin piocesses und simply mukin
siuiemenis, und ihus ii vould he iuie io see ihui
nominul consiiuciions in ihis uieu ol ihe !..
. nul noie on ihe Meihods seciion io ieiieiuie ihe
loieoin is succincily mude hy Svules (IDDO) vhile
commeniin on u sumple ol Meihods discouise.
heie uie no piohlems, no muiieis ol discussion, no
quesii ons ol choi ce, j .] no evi dence ol lui l uie, und
siuiemenis ol iuiionule (pp. I!O).
.lihouh iheie uie muny oihei uspecis ol ihe
Meihods seciion ihui vill noi he meniioned in ihis pupei,
peihups ihe miniunulysis ihui hus heen piesenied
in ihis seciion cieuies u sullicieni huse liom vhich
io voik loi uselul upplicuiions in ihe clussioom loi
explicii insiiuciion.
5. Teaching the Methods Section
o iecupiiuluie, ihe lollovin uie ihe sulieni leuiuies ol
ihe Meihods seciion.
!heioiicul lunciion is io desciihe piocesses
Seciion iiiles muy vuiy
Muy huve suhseciions
ypicully viiiien in ihe pusi iense
Olien viiiien in ihe pussive voice
.voids mukin cluims
In viiiin ihe IM!D ieseuich uiiicle, Svules und
! he Conclusion is olien consideied puii ol ihe Discussion seciion, und in some cuses, is ihe Discussion seciion.
Uiilizin Cenie .nulysis. Iiom heoiy io .pplicuiion in euchin ihe !eseuich .iiicle Meihods Seciion oo
Ieuk (!OO1) suesi siuiiin viih ihe Meihods seciion.
Fven heloie hein uvuie ol ihis iecommenduiion, ihis
uuihoi insiinciively heun viih ihe Meihods seciion
isi heloie viiiin oihei puiis ol un !.. Ii seems io
he ihe eusiesi seciion io viiie, und ieseuicheis uciuully
do olien viiie ihe Meihods isi (Svules & Ieuk, !OO1).
5.1eachtngConlexl
Some uciiviiies und puiiiul ieuchin muieiiuls vill nov
he piesenied ihui vill help secondyeui undeiiuduuie
FIL science und enineeiin siudenis undeisiund
und pioduce on u lundumeniul level, u ood Meihods
seciion ol un !.. hese muieiiuls und exeicises veie
desined viih ihe undeisiundin ihui ihe siudenis
ull huve u husic undeisiundin ol Fnlish, und in ihe
cuse ol |upunese nuiionuls, huve compleied six yeuis ol
compulsoiy Fnlish clusses liom ,unioi und senioi hih
school und ihe isiyeui univeisiiy compulsoiy Fnlish
couises. Fven il ihe siudenis uie nev io ihe !.,
ihis should noi he u mu,oi hindiunce in iheii uhiliiy
io concepiuulize ihe iheioiicul lunciions und iexiuul
leuiuies ol ihe Meihods seciion.
5.heIroceoureCenre
!eihups ii vould he piuciicul io iuke ihins io u
husic duily puiudim ihui vill he eusy io undeisiund
und ihui vill cieuie in u sense, sculloldin io hihei
undeisiundin. heieloie, ihe liisi suesiion is io
iniioduce ihe siudenis io u husic pioceduie enie, ihe
iecipe. Cookin is un eveiyduy lunciion in lile und ihe
iecipe is piohuhly one ol ihe mosi common pioceduie
enies. his seems io he u ood exumple io siuii
viih, us ii coniuins ivo elemenis ihui ulso olien exisi
in ihe Meihods seciion. muieiiuls und pioceduies. Ioi
piuciicul puiposes ol explicuiin ihese upplicuiions, u
veiy simple iecipe vill he used heie 7tzflelefs
lo Ma/tng a Harohotleo !gg (See .ppendix . loi ihe
lull iecipe).
he iheioiicul lunciion ol ihe pioceduie enie is io
ive diieciions oi insiiuciions on doin someihin. o
ieulize ihis lunciion, ihe piimuiy iexiuul leuiuies olien
used uie viiiin u sequeniiul lisi ol olien shoii diieci
seniences in ihe impeiuiive iummui loim (Lotl lhe
egg /or 11 ztnules, urn o lhe heal). Ioi muieiiuls,
olien ,usi u simple lisi ol iiems is used. (One egg, A
szallfol).
In clussioom upplicuiions, ihe pioceduie enie iisell
could he iuuhi, undoi could he iven us u homevoik
ussinmeni vheie siudenis cieuie iheii ovn pioceduie
loi doin someihin. Once ihe siudenis demonsiiuie
iheii undeisiundin ol ihe pioceduie enie, ihey cun
ihen use ii us u huse liom vhich io siuii undeisiundin
hov ihe !. Meihods seciion is consiiucied.
5.3!rtltngtn!trslIersonTotceIaslense
One scuoldin uciiviiy could he io iuke ihe impeiuiive
loim ol ihe pioceduies und huve ihe siudenis liisi
viiie ihe isi peison pusi iense loim ol euch siep.
I. Cuielully pluce ihe e in ihe poi.
!. Iill ihe poi viih cold vuiei uniil ihe e is coveied uhoui
o cm.
o. uin ihe heui on hih und hiin ihe vuiei io u hoil.
I cuielully pluced ihe e in ihe poi.
I lled ihe poi viih cold vuiei uniil ihe e vus coveied
uhoui o cm.
I iuined ihe heui on hih und hiouhi ihe vuiei io u hoil.
.liei ihe siudenis compleie ihis uciiviiy, ihey vill
he uhle io see u soii ol peisonul sequeniiul iepoiiin
developin. hen unoihei uciiviiy could he io huve
ihem udd seuenltallezforalcon}uncltons
o
(hen, uliei
ihui, nully, eic.) und anafhortcre/erences
1
io muke ihe
eniiie iexi cohesive und coheieni.
Iiisi, I cuielully pluced ihe e in ihe poi, und lled ii viih
cold vuiei uniil ihe e vus coveied uhoui ocm. Nexi, I
iuined ihe heui on hih und hiouhi ihe vuiei io u hoil.
5.4!rtltngtnIasstveTotceIaslense
.s meniioned euiliei in seciion 1, ihe Meihods seciion
is olien viiiien in ihe pussive voice. .noihei uciiviiy
could he io iuke ihe sieps ihui veie conveiied io ihe
liisi peison pusi iense und huve ihe siudenis viiie
ihem in ihe pussive pusi loim.
I cuielully pluced ihe e in ihe poi.
I lled ihe poi viih cold vuiei uniil ihe e vus coveied
uhoui o cm.
I iuined ihe heui on hih und hiouhi ihe vuiei io u hoil.
he e vus cuielully pluced in ihe poi.
he poi vus lilled viih cold vuiei uniil ihe e vus
coveied uhoui o cm.
he heui vus iuined on hih und ihe vuiei vus hiouhi io
u hoil.
hen uuin huve ihe siudenis udd sequeniiul
o euenltallezforalcon}unclton is u ieim ussociuied viih SIL (see Iulliduy & Iusun, ID7G).
! .nuphoiic ieleience is u linuisiic ieim und is used io ielei io someihin ihui vus pieviously ideniilied in ihe iexi.
oG Sieven uio Suzuki Iehiuuiy !OI!
iempoiul con,unciions und unuphoiic ieleiences io
muke ihe iexi cohesive und coheieni.
he e vus cuielully pluced in ihe poi, und ii vus lled
viih cold vuiei uniil ihe e vus coveied uhoui o cm. Nexi,
ihe heui vus iuined on hih und ihe vuiei vus hiouhi io
u hoil.
he uloiemeniioned uciiviiies could ulso he upplied
io ihe simple lisi ol muieiiuls. he eniiie pioceduie loi
hoilin un e is piovided helov in ihe pusi iense und
pussive voice.
Malertals
One e, u spoon, u smull poi, und vuiei veie used in ihis
pioceduie.
Iroceoure
Iiisi, ihe e vus cuielully pluced in ihe poi, und ii vus
lilled viih cold vuiei uniil ihe e vus coveied uhoui o
cm. Nexi, ihe heui vus iuined on hih, und ihe vuiei vus
hiouhi io u hoil. he e vus hoiled loi II minuies, und
ihen ihe heui vus iuined o. he e vus iemoved liom
ihe hoi vuiei viih u spoon, und ii vus ihen pluced in cold
vuiei. Iinully, ii vus euien uliei ii cooled dovn.
5.5AulhenltcMalertalsanoMooel!xezflars
Once ihe siudenis huve heen hiouhi io ihis poini,
ihey vill mosi likely he in u posiiion io undeisiund
und pioduce ihe lundumeniuls ol viiiin u ood
Meihods seciion ol un !.. Ii muy he uppiopiiuie ui
ihis poini io iniioduce hoih uuiheniic muieiiuls und
model exempluis. .uiheniic muieiiuls could he in ihe
loim ol Meihods seciions iuken liom uciuul puhlished
!.s. In ihe cuse ol ihis uuihoi, u model exemplui ol
u vhole IM!D !. vus peisonully viiiien io ielleci
ihe minimum expeciuiions ol vhui ihe siudenis should
undeisiund und pioduce (see .ppendix B loi ihe Meihods
seciion ol ihe model exemplui).
6. Discussion
.i liisi lunce, ieuchin ihe Meihods seciion ol ihe
IM!D !. muy seem siiuihi loivuid. . piocess
hus heen shovn hov io iuke u simple duily endeuvoi,
hoilin un e, und iuin ii inio siudenis viiiin u
cohesive und coheieni Meihods seciion. Iuiihei, ihe
meihodoloy is deiived liom enie unulysis, vhich
Iylund (!OO1) poinis oui is u poveilul iool ihui cun
ussisi in ieveulin conneciions heiveen lunuue und
iexi iypes und heiveen loim und lunciion, enuhlin
ieucheis io oei siudenis knovlede und uciiviiies ihui
vill iuise iheii uvuieness und undeisiundin ol enies,
und peihups help ihem io hecome heiiei viiieis.
Moieovei, enie unulysis seems io shov u vuy io
hiide u up ihui muy olien occui heiveen iheoiy
und piuciicul upplicuiion. Iovevei, iheie uie some
issues, one ol vhich vill he uddiessed so us noi io
misleud siudenis inio ihinkin ihui ihe vuy ol viiiin
u Meihods seciion is ulvuys xed und piediciuhle.
.s vus meniioned in seciion 1, noi ull uspecis ol ihe
Meihods seciion veie consideied vhen cieuiin ihe
meihodoloy in seciion o. In oihei voids, only leuiuies
ol ihe Meihods seciion vhich ihis uuihoi convenienily
lound uselul veie used in cieuiin ihe micioieuchin
uciiviiies. One issue is ihui ihis could he inieipieied us
somevhui ol u disseivice io ihe siudenis il ihe ieuchei
is noi inloimin ihem ol eveiy uspeci ol ihe Meihods
seciion. .iiempiin io uddiess ihis issue in lull muy
iiiei dehuie ihui is piohuhly oui ol ihe scope ol ihis
pupei, hui peihups u nuiiovei uspeci ol ihis poieniiul
piohlem cun he uddiessed hy ievievin some ol ihe
leuiuies ol ihe Meihods seciion ihui veie leli oui, und
consideiin some ol ihe iuiionules loi ihe peduoicul
choices mude hy ihis uuihoi.
.s meniioned in suhseciion 1.I, Meihods seciions
vuiy consideiuhly ucioss disciplines und Svules
(IDDO) mukes some keen ohseivuiions vhile unulyzin
Meihods seciions liom vuiious disciplines includin
hiochemisiiy (Cilheii und Mulkuy, ID81, ciied in
Svules, IDDO), medicine (Biuce, ID8o, ciied in Svules,
IDDO), zooloy (Duhois, ID8!u, ciied in Svules, IDDO),
hoiuny, uiiculiuie, und enineeiin (\eisshei, ID81,
ciied in Svules, IDDO). Svules poinis oui ihui in ihese
disciplines, ihe Meihods seciions olien ieud like
checklisis und veie inconsideiuie in nuiuie (p.IG8).
o eluhoiuie, he ciies Biuce (ID8o, ciied in Svules,
IDDO) suyin ihui ihe Meihods seciion ol medicul
,ouinuls.
mihi uppeui io he incoheieni compleiely luckin in cohesive
leuiuies ol unuphoiic ieleience, hui ihe coheience is, ol couise,
supplied hy ihe shuied knovlede ol ihese invesiiuiive
pioceduies, und iheii likely sequence, ihui ihe ieudei hiins
io ihe iexi (ID8o, p. 8, ciied in Svules, IDDO, p. IG8).
In essence, ihe iexi in ihe Meihods seciion ol ihese
disciplines uppeuis io he hused on vellesiuhlished
meihodoloies und pioiocols, und ielied heuvily on
inleieniiul hiidin (\eisshei, ID81, ciied in Svules,
IDDO, p. IG8), oi in oihei voids, ii vus necessuiy loi
Uiilizin Cenie .nulysis. Iiom heoiy io .pplicuiion in euchin ihe !eseuich .iiicle Meihods Seciion o7
ieudeis ol ihese iexis io huve ihe uppiopiiuie expeiience
und huckiound knovlede io muke ihe iexi coheieni.
Iovevei, Svules (IDDO) vuins ihui ihe uhove iypes
ol Meihods seciions in ihe huid sciences do noi lollov
ihe sume iiends in ihe soliei sociul sciences like
psycholoicul und educuiionul ieseuich. In coniiusi,
Meihods seciions in ihese disciplines olien oei cuielul
und explicii siephysiep pioceduies, suppoiied hy
un uhundunce ol unuphoiic ieleiences und lexicul
iepeiiiion loi cohesion und coheience (Svules, IDDO).
Svules piesupposes ihui ihe dilleiences heiveen
ihe huid und soli sciences in ihe vuy ihey consiiuci
ihe Meihods seciion could he due io ihe nuiuie ol
ihe discouise communiiy, oi io u numhei ol oihei
socioloicul und inielleciuul phenomenu ihui uie
piohuhly heyond ihe iune ol ihis pupei.
he uhove i ssue ul one suesis u numhei ol
implicuiions ielevuni io ihe explicii ieuchin ol ihe
Meihods seciion, oi even ihe IM!D !. loi ihui muiiei.
Ioi one, vhui cun he seen liom ihe meihodoloy
in seciion o und ihe model exemplui in .ppendix
B uie Meihods seciions ihui cun he ussociuied viih
siunduid ucudemic desciipiion olien lound in ihe soliei
sciences. Iovevei, muny siudenis ui UFC vill likely
he involved viih ihe huidei sciences in iheii ucudemic
und piolessionul luiuies. .ddiiionully, ihe conleience
diesi pupeis used in ihe enie unulysis in seciion 1
vould mosi likely he consideied closei io ihe huidei
sciences ihun io ihe soliei ones. heieloie, ii could he
uiued ihui il iheie is oin io he explicii insiiuciion ol
ihe Meihods seciions, ii vould muke sense io locus on
meihodoloicul desciipiions ihui iesemhle ihose lound
in ihe huid sciences.
he developmeni ol ihe lunuue ieuchin meihodoloy
piesenied in seciion o vus u peisonul und suh,eciive
choice, und iheie uie seveiul ieusons loi ihis decision,
hovevei, ,usi ivo ielevuni iuiionules vill he piovided
heie. his should piovide sullicieni suppoii loi ihe
peduoicul decisions mude hy ihis uuihoi. he liisi
deuls viih coniexiuul uspecis und ihe second viih
iexiuul leuiuies.
.s meniioned in suhseciion !.!, ihis uuihoi, us u
lunuue ieuchei, ussessed ihe needs ol ihe siudenis
ieceivin insiiuciion on ihe iuiei enie iype, und
mude ,udmenis on iheii cuiieni lunuue uhiliiies.
Civen ihe coniexi ol secondyeui undeiiuduuie FIL
siudenis ui UFC, ii vus deieimined ihui.
Muny ol ihem veie likely siill quiie lui liom
hecomin expeii memheis ol un Fnlish discouise
communiiy.
. numhei ol ihem siill uppeuied io he siiulin
io undeisiund lundumeniul uspecis ol piuciicul
communicuiion in Fnlish.
\iih ihis deieiminuiion, ii seemed puiumouni io isi
ussisi ihem in undeisiundin und pioducin cohesive
und coheieni iexis. In oihei voids, u decision vus
mude ihui ihe siudenis, ui ihis siue ol iheii leuinin,
veie neiihei piepuied io leuin noi even needed yei
io leuin ihe Meihods seciions iesemhlin ihe hihly
uhsiiucied und enimuiic ones olien lound in ihe huid
sciences.
Fven ihouh ihe conleience diesi pupeis ihui veie
used in ihe enie unulysis conducied in seciion 1 closei
iesemhle desciipiions lound in ihe huid sciences,
iexiuul leuiuies veie siill ideniilied ihui uie shuied
hy hoih huid und soli science Meihods seciions. his
led io ihe decision io locus on ihese key leuiuies
in cluss. Iovevei, ihe siudenis veie udvised ihui
Meihods seciions vuiy ucioss disciplines, und ihui vhui
ihey veie leuinin vus ,usi one common exumple.
.ddiiionully, ii vus iecommended io ihe siudenis
ihui ihey iiy io nd uuiheniic ieseuich pupeis in ihe
specic discipline ihui ihey muy eniei in ihe luiuie io
conduci iheii ovn unulysis on ihe iexiuul leuiuies ol
ihe Meihods seciion, und compuie und coniiusi ii io
ihe one leuined in cluss.
he ieuchin ol u cohesive und coheieni Meihods
seciion could he seen us seivin u ivolold scuoldin
puipose io help siudenis undeisiund und pioduce
cohesive und coheieni iexis, vhich vill he uselul vhen
viiiin oihei seciions ol ihe IM!D !. us vell us in
oihei ucudemic Fnlish iexis, und io leuin key iexiuul
leuiuies ihui could help ihem eveniuully viiie, vhen
iheii Fnlish skills huve luiihei impioved, Meihods
seciions ihui uie moie in line viih vhuievei discouise
communiiy ihey end up ,oinin in iheii ucudemic und
piolessionul luiuies.
o uddiess ihe issue quesiionin ihe explicii
insiiuciion ol ihe IM!D !. enie in eneiul, ihis
uuihoi is convinced ihui undeisiundin ihe iheioiicul
lunciions ol euch seciion ol ihe IM!D !. vill he
un exiiemely uselul uide in ieseuich viiiin. o
illusiiuie ihis uselulness, Iiuie o shovs ihe iheioiicul
shupe ol ihis pupei.
o8 Sieven uio Suzuki Iehiuuiy !OI!
General

Specific
Specific

General
1. Introduction
2. Genre and
Genre Analysis
3. The IMRD RA
4. The Methods
Section
5. Teaching
the Methods
Section
6. Discussion
7. Conclusion
Figure 3: Overall rhetorical shape of this paper
.lihouh ihis pupei vould piohuhly noi he consideied
u pioioiypicul !., ihe eneiul iheioiicul shupe ol
ihe IM!D !. vus used us u uide in viiiin ihis
uiiicle. Ioi exumple, ii coniiihuied io ihe decision io
discuss enie und enie unulysis heloie ihe oveiviev
ol ihe IM!D !., und heie in ihe discussion movin
liom specilic uspecis ol ihe Meihods seciion io ihe
implicuiions ol ieuchin ihe IM!D !. us u vhole.
7. Conclusion
he implemeniuiion ol u eniehused cuiiiculum ui
UFC lollovs u luiei iiend in lunuue ieuchin us u
vhole. One ol ihe iequiied enies ihui UFC siudenis
musi leuin in ihe secondyeui compulsoiy Fnlish
couises is ihe IM!D !.. his pupei shoved some
piuciicul upplicuiions on ieuchin ihe Meihods seciion
ol ihis ieseuich enie. he meihodoloy desciihed
vus deiived liom enie iheoiy und enie unulysis
viihin ihe FS! liumevoik. Despiie poieniiul issues
vhich muy uiise liom explicuiin ieseuich enies und
liom enuin in eniehused peduoy in eneiul,
one mu,oi implicuiion is ihui enie unulysis cun he u
poveilul iool ihui enuhles ieucheis io heiiei ussisi
siudenis in impiovin iheii lunuue skills und iheii
use ol ielevuni enies in puiiicului ucudemic coniexis.
8. Acknowledgements
Speciul ihunks o io UFC !iolessoi Yoshiyusu Ueno
loi piovidin ihe uuiheniic muieiiuls ihui veie used in
ihis pupei.
9. References
.nihony, L. (IDD8u). !ieuchin io cunnihuls. . look ui
ucudemic viiiin in enineeiin. In . Oii, (Fd.), 1997
Iroceeotngs. he Jafan Con/erence on !ngltsh /or
fect}cIurfoses, 7o8G.
.nihony, L. (IDD8h). Denin Fnlish loi specic puiposes
und ihe iole ol ihe FS! piuciiiionei. Cenler/orLanguage
Iesearch1997AnnualIevtev, IIoI!O.
.nihony, L. (IDDD). \iiiin ieseuich uiiicle iniioduciions in
solivuie enineeiin. Iov uccuiuie is u siunduid model
I!!!ransacltonsonIro/esstonalCozzuntcalton,4
(I), oG1G.
.nihony, L. (!OO7). he ieuchei us siudeni in FS! couise
desin. heIroceeotngso/007Inlernaltonal,zfostuz
on !I c Ils Affltcaltons tn Nurstng ano Meotcal
!ngltsh!oucalton, 7O7D.
Buzeimun, C. (IDD1). Sysiems ol enie und ihe enucimeni ol
sociul inieniions. In .. Iieedmun & !. Medvuy (Fds.),
Cenreanolhenevrhelortc (pp. 7DIOI). London. uyloi
& Iiuncis.
Buzeimun, C. (IDD7). he lile ol enie, ihe lile in ihe
clussioom. In \. Bishop und I. Osiium (Fds.), Cenre
ano vrtltng. Issues, arguzenls, allernaltves (pp. ID!G).
!oiismouih, NI. BoynionCook.
Deviii, .. |. (IDD7). Cenie us u lunuue siunduid. In \.
Bishop und I. Osiium (Fds.), Cenreanovrtltng.Issues,
arguzenls, allernaltves (pp. 1ooo). !oiismouih, NI.
BoynionCook.
Iishelov, D. (IDDo). Melafhorso/genre.heroleo/analogtes
tn genre lheor,. Univeisiiy !uik. !ennsylvuniu Siuie
Univeisiiy !iess.
Iulliduy, M. .. K., & Iusun, !. (ID7G). Cohestontn!ngltsh.
London und Nev Yoik. Lonmun.
Iesloi, |. (ID8!). ense und oihei indexicul muikeis in ihe
iopoloy ol scieniilic iexis in Fnlish. In Ioedi ei ul.
(Fds.), Iragzaltcs ano LI (pp. 8oIOo). Copenhuen.
Copenhuen School ol Fconomics.
Iylund, K. (!OO1). Cenre ano secono language vrtltng. .nn
Iuihoi. Univeisiiy ol Michiun !iess.
!uliiide, B. !. (!OOI). Cenre ano lhe language learntng
classrooz. .nn Iuihoi. Univeisiiy ol Michiun !iess.
Svules, |. M. (IDDO). Cenre anal,sts. !ngltsh tn acaoeztc
anoresearchselltngs. Cumhiide. Cumhiide Univeisiiy
!iess.
Svules, |. M. (!OO1). Iesearch genres. !xfloraltons ano
affltcaltons. Cumhiide. Cumhiide Univeisiiy !iess.
Svules, |. M. & Ieuk, C. B. (!OO1). Acaoeztc vrtltng /or
graouale sluoenls. !ssenltal las/s ano s/tlls (!nd ed.).
.nn .ihoi, MI. Univeisiiy ol Michiun !iess.
\esi, C. K. (ID8O). huinominul consiiuciions in iiudiiionul
iheioiicul divisions ol scieniilic ieseuich pupeis.
!OL(uarlerl,,14, 18oD.
Uiilizin Cenie .nulysis. Iiom heoiy io .pplicuiion in euchin ihe !eseuich .iiicle Meihods Seciion oD
10. Sources of Extracts
Nishidu, ., Shinudu, S., \udu, N., Yumu,i, . & Ueno, Y.
(!OOD). Uliiulusi disioiiionliee semiconducioihused ull
opiicul uie ihui coniuins opiiculspeciiums phuseund
umpliiude synihesizei. no Annual Meeltng o/ I!!!
Iholontcsoctel,, Oci. 18, !OOD, Belek.niulyu, uikey,
pupei no. uB1. !eiiieved liom hiip.vvv.uliiulusi.
ee.uec.uc.,ppuhsnishiduieeeleos!OOD.pdl
Suzuki, !., Ohiiu, ., Sukuuchi, |. & Ueno, Y. (!OOG). 1OCIz
modelocked pulse eneiuiion viih u nev scheme ol
SO.hused pulse eneiuiois. Ofltcaloctel,o/Azertca.
CL!O(!L.faferno.CMC5. !eiiieved liom hiip.
vvv.uliiulusi.ee.uec.uc.,ppuhssuzukicleo!OOG.pdl
1O Sieven uio Suzuki Iehiuuiy !OI!
.ppendix .. 7 SImIe Stes to MakIng a HardboIIed !gg
MaterIaIs:
One e . spoon . smull poi \uiei
1toceoute:
I. Cuielully pluce ihe e in ihe poi.
!. Iill ihe poi viih cold vuiei uniil ihe e is coveied uhoui o cm.
o. uin ihe heui on hih und hiin ihe vuiei io u hoil.
1. Boil ihe e loi II minuies.
o. uin o ihe heui.
G. !emove ihe e liom ihe hoi vuiei viih u spoon und pluce ii in cold vuiei.
7. Fui ihe e uliei ii cools dovn.
.ppendix B. ModeI exemIar oI a Methods sectIon
Research Hypothesis:
Students will feel less sleepy in the 3rd- period class at UEC if they eat a salad versus a Big Mac for lunch.
Methods
Participants
In November, 2010, six second-year students from the University of Electro-Communications participated in the
sleepy research experiment. Three students were male and three students were female. One male student was 19
years old and the other two were 20 years old. All three female students were 20 years old.
Materials
Six McDonalds Big Macs, Six 7-11 convenient store salads, and six cups of water were used in the experiment. The
salads had various vegetables, sesame dressing, and no meat.
A questionnaire with two questions was used in the experiment (See Appendix A for the actual questionnaire). The
questions were:
1. Which did you eat? (Circle one): Big Mac Salad
2. Please rate the level of your sleepiness in the 3rd-period class (Circle one):
Not sleepy A little sleepy Sleepy Very Sleepy
Procedure
The participants were each given a Big Mac for lunch before a 3rd-period class on one day, and a salad on another
day that had the same 3rd-period class. No other food was given, and water was used for all of the drinks. Then, the
participants attended the 3rd-period class, and after the class, they were asked to answer the questionnaire.