Utilising Swales's 1990 CARS (Create a Research
Space) paradigm, this study delves at the
structures of RA introductions in the field of civil
engineering. Using the move structure and
language criteria that would suggest its usage or
avoidance, it analyses the introductions of fifteen
research publications in Civil Engineering.
Despite not following the model's recommended
order, the results reveal that the move-pattern in
RA introductions of this field follows all three
movements. Given its continued applicability, the
pedagogy of the CARS model has the potential to
significantly contribute to the improvement of
ESL/EFL/ESP students' reading, writing, and
topic knowledge.