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/ The C.A.R.S. Model

Organizing Your Social Sciences Research Search this Guide Search

Paper
Offers detailed guidance on how to develop, organize, and write a college-level research paper in the
social and behavioral sciences.
Purpose
of
Guide

Types of
Research 

Designs

Design
Flaws
to
Avoid

Independent
and
Dependent
Variables

Glossary
of
Research
Terms

1.
Choosing
a
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 Research Introduction
Problem
The Creating a Research Space [C.A.R.S.] Model was developed by John Swales
Reading
based upon his analysis of journal articles representing a variety of discipline-
Research
based writing practices. His model attempts to explain and describe the
Effectively
organizational pattern of writing the introduction to scholarly research studies.
Narrowing Following the C.A.R.S. Model can be useful approach because it can help you to:
a 1) begin the writing process [getting started is often the most diff icult task]; 2)
Topic understand the way in which an introduction sets the stage for the rest of your
Idea paper; and, 3) assess how the introduction f its within the larger scope of your
study.
Broadening
a
The model assumes that writers follow a general organizational pattern in
Topic
response to two types of challenges [“competitions”] relating to establishing a
Idea
presence within a particular domain of research: 1) the competition to create a
Extending rhetorical space and, 2) the competition to attract readers into that space. The
the model proposes three actions [Swales calls them “moves”], accompanied by
Timeliness
of a
Topic
research paper. These “moves” and steps can be used as a template for writing
the introduction to your own social sciences research papers.


specif ic steps, that reflect the development of an effective introduction for a

Idea

2. "Introductions." The Writing Lab and The OWL. Purdue University; Coff in,
Preparing Caroline and Rupert Wegerif. “How to Write a Standard Research Article.”
to Write Inspiring Academic Practice at the University of Exeter; Kayfetz, Janet.

Academic "Academic Writing Workshop." University of California, Santa Barbara, Fall 2009;

Writing Pennington, Ken. "The Introduction Section: Creating a Research Space CARS

Style Model." Language Centre, Helsinki University of Technology, 2005; Swales, John
and Christine B. Feak. Academic Writing for Graduate Students: Essential Skills
Choosing and Tasks. 2nd edition. Ann Arbor, MI: University of Michigan Press, 2004.
a
Title

Making The Model

an
Creating a Research Space
Outline

Paragraph Move 1: Establishing a Territory [the situation]

NeedDevelopment This isUs
Help? Chat/Email generally accomplished in two ways: by demonstrating that a general
area of research is important critical interesting problematic relevant or
 area of research is important, critical, interesting, problematic, relevant, or
Research
otherwise worthy of investigation and by introducing and reviewing key sources
Process
of prior research in that area to show where gaps exist or where prior research
Video
has been inadequate in addressing the research problem.
Series

3. The The steps taken to achieve this would be:

Abstract
Step 1 -- Claiming importance of, and/or [writing action = describing
Executive the research problem and providing evidence to support why the topic
Summary is important to study]
Step 2 -- Making topic generalizations, and/or [writing action =
4. The
providing statements about the current state of knowledge, consensus,
Introduction
practice or description of phenomena]
The Step 3 -- Reviewing items of previous research [writing action =
C.A.R.S. synthesize prior research that further supports the need to study the
Model research problem; this is not a literature review but more a reflection of

Background key studies that have touched upon but perhaps not fully addressed the


Information topic]

The Move 2: Establishing a Niche [the problem]
Research This action refers to making a clear and cogent argument that your particular
piece of research is important and possesses value. This can be done by
Problem/Question
indicating a specif ic gap in previous research, by challenging a broadly accepted
Theoretical
assumption, by raising a question, a hypothesis, or need, or by extending
Framework
previous knowledge in some way.
5. The
Literature The steps taken to achieve this would be:
Review
Step 1a -- Counter-claiming, or [writing action = introduce an opposing
Citation viewpoint or perspective or identify a gap in prior research that you
Tracking believe has weakened or undermined the prevailing argument]

Content Step 1b -- Indicating a gap, or [writing action = develop the research

Alert problem around a gap or understudied area of the literature]

Services Step 1c -- Question-raising, or [writing action = similar to gap

identif ication, this involves presenting key questions about the
Evaluating consequences of gaps in prior research that will be addressed by your
Sources study. For example, one could state, “Despite prior observations of
voter behavior in local elections in urban Detroit, it remains unclear
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why do some single mothers choose to avoid....”]
 Primary Step 1d -- Continuing a tradition [writing action = extend prior research
Sources to expand upon or clarify a research problem. This is often signaled
with logical connecting terminology, such as, “hence,” “therefore,”
Secondary “consequently,” “thus” or language that indicates a need. For example,
Sources one could state, “Consequently, these factors need to examined in more
Tiertiary detail....” or “Evidence suggests an interesting correlation, therefore, it
Sources is desirable to survey different respondents....”]

Scholarly Move 3: Occupying the Niche [the solution]

vs. The f inal "move" is to announce the means by which your study will contribute
Popular new knowledge or new understanding in contrast to prior research on the topic.
Publications This is also where you describe the remaining organizational structure of the

6. The paper.

Methodology
The steps taken to achieve this would be:
Qualitative
Methods Step 1a -- Outlining purposes, or [writing action = answering the “So


What?” question. Explain in clear language the objectives of your study]
Quantitative
Step 1b -- Announcing present research [writing action = describe the 
Methods
purpose of your study in terms of what the research is going to do or
Insiderness accomplish. In the social sciences, the “So What?” question still needs
to addressed]
7. The
Step 2 -- Announcing principle f indings [writing action = present a
Results
brief, general summary of key f indings written, such as, “The f indings
Using indicate a need for...,” or “The research suggests four approaches
Non- to....”]
Textual Step 3 -- Indicating article structure [writing action = state how the
Elements remainder of your paper is organized]

8. The
Discussion "Introductions." The Writing Lab and The OWL. Purdue University; Atai,
Mahmood Reza. “Exploring Subdisciplinary Variations and Generic Structure of
Limitations
Applied Linguistics Research Article Introductions Using CARS Model.” The
of
Journal of Applied Linguistics 2 (Fall 2009): 26-51; Chanel, Dana. "Research
the
Article Introductions in Cultural Studies: A Genre Analysis Explorationn of
Study
Rhetorical Structure." The Journal of Teaching English for Specific and
9. The Academic Purposes 2 (2014): 1-20; Coff in, Caroline and Rupert Wegerif. “How to
Conclusion Write a Standard Research Article.” Inspiring Academic Practice at the
Need Help? Chat/Email Us
University of Exeter; Kayfetz, Janet. "Academic Writing Workshop." University of
 y ; y , g p y
Appendices California, Santa Barbara, Fall 2009; Pennington, Ken. "The Introduction
Section: Creating a Research Space CARS Model." Language Centre, Helsinki
10.
University of Technology, 2005; Swales, John and Christine B. Feak. Academic
Proofreading
Writing for Graduate Students: Essential Skills and Tasks. 2nd edition. Ann
Your
Arbor, MI: University of Michigan Press, 2004; Swales, John M. Genre Analysis:
Paper
English in Academic and Research Settings. New York: Cambridge University
Common Press, 1990; Chapter 5: Beginning Work. In Writing for Peer Reviewed Journals:
Grammar Strategies for Getting Published. Pat Thomson and Barbara Kamler. (New York:
Mistakes Routledge, 2013), pp. 93-96.

Writing
Concisely
Writing Tip
11.
Citing Swales showed that establishing a research niche [move 2] is often signaled by
Sources specif ic terminology that expresses a contrasting viewpoint, a critical
evaluation of gaps in the literature, or a perceived weakness in prior research.
Avoiding
The purpose of using these words is to draw a clear distinction between


Plagiarism

perceived def iciencies in previous studies and the research you are presenting
Footnotes that is intended to help resolve these def iciencies. Below is a table of common
or words used by authors.
Endnotes?
Contrast Quantity Verbs Adjectives
Further albeit few challenge diff icult
Readings although handful deter dubious
but less disregard elusive
howbeit little exclude inadequate
Acknowledgments however no fail incomplete
nevertheless none hinder inconclusive
Bibliography notwithstanding not ignore ineff icacious
unfortunately lack ineffective
whereas limit ineff icient
yet misinterpret questionable
neglect scarce
obviate uncertain
omit unclear
overlook unconvincing
prevent unproductive
question unreliable
restrict unsatisfactory

NOTE: You may prefer not to adopt a negative stance in your writing when
placing it within the context of prior research. In such cases, an alternative
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approach is to utilize a neutral, contrastive statement that expresses a new
 perspective without giving the appearance of trying to diminish the validity of
other people's research.

Examples of how this can be achieved include the following statements, with A
representing the f indings of prior research, B representing your research
problem, and X representing one or more variables that have been investigated.

Prior research has focused on A, rather than on B...

Prior research into A can be useful but to counterbalance X, it is
important to consider B...
These studies have emphasized A, as opposed to B...
While prior studies have examined A, it may be preferable to
contemplate the impact of B...
After consideration of A, it is important to also recognize B...
The study of A has been exhaustive, but changing circumstances related
to X support the need for examining [or revisiting] B...
Although considerable research has been devoted to A, less attention


has been paid to B...

Earlier research offers insight into the need for A, though consideration
of B is also helpful...

Dretske, Fred I. “Contrastive Statements.” The Philosophical Review 81 (October

1972): 411-437; Kayfetz, Janet. "Academic Writing Workshop." University of
California, Santa Barbara, Fall 2009; Pennington, Ken. "The Introduction
Section: Creating a Research Space CARS Model." Language Centre, Helsinki
University of Technology, 2005; Swales, John M. Genre Analysis: English in
Academic and Research Settings. New York: Cambridge University Press, 1990

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