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s were presented and verified in many published abstracts from their field.s from their field. • As homework, students were supposed to bring the abstract of their papers in a disk. Sixth week • The methods and results sections were presented and discussed with the whole class. The teacher previously selected examples of difficulties at language and discourse levels, which were then discussed by the class. • Once the abstracts were brought in disks, the teacher presented them in power point, verified the presence or absence of the four moves presented earlier and discussed the rationale to the understanding of the whole paper. • Students were asked to make final arrangements in the sections already studied. Seventh week • The idea of moves was elucidated once again and the CARS model (Swales & Feak, 1994) was introduced. The 1994 model was preferred to the 1990 one based on the discussion in Aranha (2004, pp. 28-32). • Different introductions from their own field were discussed. They had been already published and did not present grammar problems. • As homework, students were supposed to bring the introductions of their own papers in a floppy disk. Eighth week • All the introductions were discussed in power point. Most of them did not present Move 2—establishing a niche. • Each introduction was discussed with its author in further individual meetings, not previously set by the program.

The Development of a Genre-Based Writing Course for Graduate Students in Two Fields