科研之友
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摘要
A host of studies over the years have been published on introductions to research articles across a variety of fields. However, much less attention has been paid to professional or workplace introductions as well as student written introductions. This study aims to redress this imbalance by studying the writing samples of four primary English teacher trainees' introductions to curricular design i.e. the document candidates must present to an examination board in Spain. This genre can be considered occluded in that exemplars are private and confidential and not readily available to the aspiring candidate. Three recurrent moves were identified, namely, explaining the importance of curricular design, providing background and defining concepts. Instances of self-glorification (Bhatia 1996) were revealed. The implications of the findings can have a positive effect on students' future writing.
