A genre-based model of rhetorical structure in scoping review introductions

As genre modelling advances, describing research articles rhetorical structures becomes crucial. Though secondary to empirical studies, scoping reviews shape scholarly communication by framing analysis and setting epistemological benchmarks. Their introductions act as conceptual lenses, defining interpretive frameworks. However, most rhetorical models, designed for empirical articles, appear to be inadequate for scoping reviews. We propose a genre-based model of rhetorical structure for introductions to scoping reviews. Drawing on a corpus of 40 introductions from Q1 Education journals (2020–2025), we conduct step-by-step move analysis to reconstruct a three-move, nine-step schema tailored to the genre’s analytical mission. The methodological framework employs step-by-step rhetorical annotation, focusing on rhetorical functions, linguistic realisations, and deviations from normative structural expectations. Results show two core steps reproduced in ≥ 97% of the corpus (1.1 ‘scope nomination’ and 2.2 ‘task as reconstruction’), while epistemological positioning (3.2) is comparatively infrequent and often implicit. Median Jaccard of 0.63 indicates a teachable core with optional, stance-related elements; clustering reveals three stable structural profiles. We synthesise functionally efficient phrasings for each step and demonstrate linguistic correlates of stance (e.g., evaluative and hedging verbs/adverbs) relevant to Step 3.2. The model clarifies how introductions to scoping reviews motivate synthesis, frame analytical lenses, and set reconstruction boundaries. Pedagogically, it supports move-aware writing instruction; computationally, it provides patterns for automatic rhetorical tagging and metadiscourse-aware feature design. This study thus contributes to the formalisation and operationalisation of academic discourse analysis.