RHETORICAL MOVES IN INTRODUCTIONS: PROMPT-BASED WRITING TRIAL RESULTS

Rohani Ganie, Tengku Silvana Sinar, Fikry Prastya Syahputra, Afryna Veronica

Abstract


This study investigates the role of writing prompts to create appropriate introduction section in research article. The study analyzes three texts generated from ChatGPT by using three distinct prompts formulated based on the writing prompt model proposed by Kroll & Reid, and Chapman. Using a qualitative descriptive approach, the resulting texts were analyzed at the macro level to determine the realization of rhetorical moves. The findings indicate that prompt design significantly affects the quality and rhetorical completeness of the Introductions. Prompt 3, which contained more explicit instructions regarding gap identification and research significance, produced a text most closely aligned with all three moves of the CARS model. In contrast, the more general prompts led to partial or less structured realizations of the rhetorical elements. These results suggest that structured and genre-sensitive prompts can effectively guide writers when they seek Artificial Intelligence (like ChatGPT) assistance in writing research article. This study also highlights the pedagogical potential of prompt-based writing as a strategy to support academic writing instruction in higher education especially with the combination of newest technology.

Keywords


Artificial Intelligence; CARS Model; ChatGPT; EFL Writing; Introduction Section; Power-Writing AI; Research Article; Writing Prompts

Full Text:

PDF

References


Cassandra, N. W., Fithriani, R., Febriyanti, R. H., & Mukminin, A. (2024). Becoming Scholarly Writers through Professional Learning Community: A Phenomenological Case Study of Indonesian Teacher-Educators. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 8–29.

Chapman, M. (2016). The effect of the prompt on writing product and process: a mixed methods approach. University of Bedfordshire.

Cheong, W., & Hong, H. (2023). The Impact of ChatGPT on Foreign Language Teaching and Learning: Opportunities in Education and Research. Journal of Educational Technology and Innovation, 37–45.

Fauzi, F., Tuhuteru, L., Sampe, F., Ausat, A. M. A., & Hatta, H. R. (2023). Analysing the Role of ChatGPT in Improving Student Productivity in Higher Education. Journal on Education, 5(4), 14886–14891. https://doi.org/10.31004/joe.v5i4.2563

Ganie, R., Sinar, T. S., Syahputra, F. P., & Veronica, A. (2025). Prompt writing and linguistic syntax collaboration in power-writing AI utilization to assist introduction writing. Multidisciplinary Science Journal, 7(10). https://doi.org/10.31893/multiscience.2025341

Huang, J. C. (2014). Learning to write for publication in English through genre-based pedagogy: A case in Taiwan. System, 45, 175–186. https://doi.org/10.1016/j.system.2014.05.010

Hyland, K. (2004). Disciplinary Discourses: Social Interactions in Academic Writing (2nd ed.). University of Michigan Press.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. https://doi.org/10.1016/j.jslw.2007.07.005

Hyon, S. (2001). Long-term effects of genre-based instruction: A follow-up study of an EAP reading course. English for Specific Purposes, 20(4), 417–438. https://doi.org/10.1016/S0889-4906(01)00019-9

Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), ep464. https://doi.org/10.30935/cedtech/13605

Kroll, B. & Reid, J. (1994). Guidelines for Designing Writing Prompts: Clarifications, Caveats, and Cautions. Journal of Second Language Writing, 3(3), 231-255.

Rahman, M., Darus, S., & Amir, Z. (2017). Rhetorical Structure of Introduction in Applied Linguistics Research Articles. International Journal for Educational Studies, 9(February), 69–84.

Swales, J. M. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge University Press.

Swales, J. M. (2004). Research Genres: Explorations and Applications. Cambridge University Press. https://doi.org/10.1017/CBO9781139524827

Weldy, T., Maes, J., & Harris, J. (2014). Process and practice: Improving writing ability, confidence in writing, and awareness of writing skills’ importance. Journal of Innovative Education Strategies, 3(1), 12–26. http://www.intl-academy.org/wp content/uploads/2016/11/Weldy_Maes_Harris-JIES-Fall-2014.pdf

Yu, Z., & Liu, M. (2016). A Contrastive Study on Generic Structure of Introduction to English Chemistry Research Articles: L1 Chinese Student Writers versus L1 English Published Writers. International Journal of English Linguistics, 6(5), 112. https://doi.org/10.5539/ijel.v6n5p112

Zein, T. T., Sinar, T. S., Nurlela, & Syahputra, F. P. (2023). Rhetorical Structure in Scientific Article Introduction Section Written by Tertiary Students. Celt: A Journal of Culture, English Language Teaching & Literature, 23(1), 138–154. https://doi.org/https://doi.org/10.24167/celt.v22i2.5045




DOI: https://doi.org/10.30743/ll.v9i1.11122

Refbacks

  • There are currently no refbacks.


Fakultas Sastra 
Universitas Islam Sumatera Utara (UISU), Medan
Jl. Sisingamangaraja Teladan Medan 20217
Telp. (061) 7869911, e-mail: language_literacy@sastra.uisu.ac.id