Swales’ CARS Model: Move 2 (Establishing a Niche)
This session continues Module 3 with Move 2 of Swales’ CARS model. You will learn to construct the rationale for new research by identifying gaps, counter-claiming, raising questions, or continuing a research tradition, using contrastive transitions and negative evaluative phrasing.
By the end of this session, you will be able to:
- Explain the rhetorical purpose of Move 2 as the logical “warrant” or justification for a new study.
- Identify and differentiate the four tactical options of Move 2: Counter-claiming, Indicating a Gap, Question-raising, and Continuing a Tradition.
- Deploy contrastive transitions (however, nevertheless, yet) to pivot smoothly from Move 1 to Move 2.
- Utilize negative or limiting evaluative language with objective, scholarly neutrality.
The Rhetorical Purpose of Move 2
What is a research “niche”?
In ecology, a niche is a specialized space occupied by an organism. In academic writing, a niche is a specific gap, conflict, ambiguity, or unexplored area within existing literature that requires attention.
The logical pivot
While Move 1 establishes that the general topic is important and active, Move 2 establishes that current knowledge is incomplete, flawed, or limited. It creates the motivation for your paper — the reason a reader should keep reading rather than assume the topic is already settled.
The “so what?” factor
Without Move 2, a research paper reads as a mere summary of existing literature rather than an original contribution to scholarly knowledge. A reader who finishes Move 1 alone is left asking “so what does this study actually add?”
The Four Tactical Options of Move 2
Authors establish a niche using one of four tactics.
1bIndicating a gap (the most common tactic)
Action: Pointing out what is missing, unexplored, or under-researched in prior literature — missing variables, understudied populations, or geographical/methodological limitations.
“However, few studies have examined the impact of [Variable X] on [Population Y].”
“To date, little research has been conducted on [Topic] in [Geographic/Disciplinary Context].”
“Despite these advancements, the underlying mechanisms of [Phenomenon] remain poorly understood.”
1aCounter-claiming (challenging existing findings)
Action: Directly opposing an established assertion or highlighting contradictory findings between major studies.
“However, this assumption has recently been challenged by empirical evidence demonstrating that…”
“While Smith (2020) argues that [Claim A], recent findings suggest that [Claim B] may operate under different conditions.”
1cQuestion-raising (posing unanswered questions)
Action: Raising an explicit theoretical or empirical question that current literature has not resolved.
“This discrepancy raises an important question: To what extent does [Variable A] influence [Variable B]?”
“However, it remains unclear whether these findings can be generalized to…”
1dContinuing a tradition (extending research)
Action: Arguing that an established theoretical model or methodology needs to be applied to a new context or dataset.
“Although [Model X] is well established in economics, there is a clear need to extend this framework to digital markets.”
“Further research is required to determine whether these trends persist over longer temporal scales.”
Linguistic Signals and Negative Evaluative Language
Contrastive transitions
Move 2 almost always begins with a strong adversative connective to signal the pivot from Move 1: however, nevertheless, nonetheless, despite this, yet.
Quantifiers with negative meaning
| Form | Meaning | Example |
|---|---|---|
| Few / Little | Negative: indicates deficiency | “However, few studies have explored…” |
| A few / A little | Positive: indicates presence | “A few studies have explored this, providing a useful starting point.” |
Negative verbs and adjectives
Verbs: fails to, overlooks, neglects, suffers from, confines itself to.
Adjectives/adverbs: unclear, insufficient, inconclusive, limited, sparse.
Maintaining objective neutrality
Avoid attacking previous researchers personally. Criticize the state of research or scope of the model rather than the competence of the authors.
Avoid: “The authors made a careless sampling error.”
Use instead: “Previous studies have been limited by sample size.”
“The researchers were careless and picked a sample that was way too small.”
Common Move 2 Pitfalls
Pitfall 1: the phantom gap
Claiming that “no prior research exists” on a broad topic when extensive literature actually does exist. This damages credibility instantly if a reader knows the field.
Pitfall 2: the aggressive critique
Using disrespectful or dramatic language (“disastrously flawed,” “completely failed”) instead of balanced academic criticism.
Pitfall 3: the unfilled gap
Identifying a gap in Move 2 that your study’s methodology (Move 3) cannot realistically address or fill. The gap you name must match what your actual study can deliver.
Gap Construction Workshop
Convert each informal or overly aggressive complaint into a professional Move 2 gap statement.
Combining Move 1 and Move 2
Take the Move 1 opening you wrote in Session 10 and add a fully articulated Move 2 section of 2 to 3 sentences.
Requirements: Use a clear contrastive transition (however, nevertheless, yet, or similar). Select one of the four tactical steps and label it [Step 1a], [Step 1b], [Step 1c], or [Step 1d]. Employ appropriate negative evaluative phrasing (few, little, remains unclear, fails to account for, and similar) without losing objective, scholarly tone.
Submit your combined Move 1 and Move 2 draft using the form below.
Session 11 Summary Sheet
Download a one-page PDF summarising the four Move 2 tactics, negative evaluative language, and common pitfalls from this session.
Session 11: Swales’ CARS Model – Move 2
Four tactical options · contrastive transitions · negative evaluative language · pitfalls
Session 11 complete
You have covered the rhetorical purpose of Move 2, its four tactical options, contrastive transitions and negative evaluative language, and common pitfalls. Download your takeaway summary any time from the previous step.