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Abstract
John Swales' seminal work has inspired a wealth of research with important pedagogical implications for genre-based writing instruction. Continuing the prolific move analysis tradition in EAP research, this article presents empirically devised and validated cross-disciplinary IMRD move/step frameworks for the research article genre and demonstrates how Swales' move and step concepts underlying these frameworks formed the foundation of innovative genre-based automated writing evaluation technology. Overall, this paper makes the relationships between genre theory, genre analysis, and genre instruction explicit, demonstrating that move analysis is a powerful and promising theoretical, analytic, and teaching construct. With that, we take Swales' vision to a new dimension of conceptualizing EAP.
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