Yao Pang

Dr. P.J. Moore

EAP 506

04/20/2020

This article is about how to plan your teaching strategy as a choir professor and how

they examine their teaching deficiencies and their impact on their experience as a

music teacher (Baughman, 2019). Thus, this article could help me to have a deeper

understanding of the music professor’s teaching (Baughman, 2019). The author uses

IMRD structure because the IMRD structure understands from broad to deep.

Therefore, the author uses this structure to introduce how music teachers can obtain

their teaching experience.

Firstly, this article’s object of study (Baughman, 2019) is “Mentorship and

Learning Experiences of Preservice Teachers as Community Children’s Chorus

Conductors” (p. 38), and I think the author uses move 1a (John M. Swales, 2012) to

tell readers the model uses by the author to investigate can help teachers gain teaching

advantages and learning experiences (Baughman, 2019). Secondly, the purpose of this

article which is known as move 3a (John M. Swales, 2012) is to study two preservice

music teachers’ in the community children’s chorus to acquire teaching experience

(Baughman, 2019). Another purpose of this article which is known as move 3a (John

M. Swales, 2012) is to allow music teachers to gain experience by participating in

internships and explore the role of music teachers in these experiences (Baughman,

2019). The last purpose of this article which is known as move 3a (John M. Swales,

2012) is to let music teachers know the needs of people, and they can apply their

experience and skills acquired in the internship to the future teaching experience

(Baughman, 2019), and the author also offers four research questions which are
known as move 3b (John M. Swales, 2012) to achieve the purpose of this article.

Therefore, I think the author wants to use the move 3a and 3b (John M. Swales, 2012)

to let readers know why he wants to study this field and what is the purpose of his

research in this field. Thirdly, the exigence of this article which is known as move 2

and 1b (John M. Swales, 2012) is that few previous studies have shown the authentic

context learning of preservice teachers (Baughman, 2019). Therefore, the author

wants to study this field, and I think the author wants to use move 2 and 1b (John M.

Swales, 2012) to show the gap in this field, and this can let readers know what the gap

in this field is. Another the exigence of this article which is known as move 2 (John

M. Swales, 2012) is since the previous research did not make preservice music

teachers' concerns malleable, the author wants to make a long internship experience

for preservice teachers (Baughman, 2019). Therefore, I think the author wants to let

readers know that there is a gap in previous research, so the author wants to use move

2 (John M. Swales, 2012) to show that the long-term internship experience is very

beneficial to the preservice teacher and because the author uses previous studies to

show readers that there is a gap. Therefore, I think the move is move 1b.

Lastly, since this article (Baughman, 2019) talks about music and music professor’s

teaching and preservice teacher’s teaching, I think this article’s relevance (Baughman,

2019) which is known as move 3d (John M. Swales, 2012) preservice music teachers

and choir teacher and music universities and students who study music. Thus, I think

the author uses move 3d (John M. Swales, 2012) to tell readers who is the audience

for this article, and who could use this article for their field. In this article (Baughman,

2019), the author found some findings which are known as move 3c (John M. Swales,

2012). I think the author found that music teachers can find their shortcomings and
enhance their confidence and teaching skills through real teaching experience

(Baughman, 2019).

I can know how to become a music professor in my field through this article’s

analysis. For example, as a music professor, they need to make a complete teaching

plan before they teach the class, and after a certain teaching experience, they should

reflect on their teaching to improve their teaching quality, and they also need to know

how to communicate with their students. Moreover, music professors also need to

obtain more real teaching experience. For instance, they can take more internships to

gain more experience to improve their skills. Therefore, because of this article’s

analysis, I can understand more clearly how to become a music teacher in my field.

Reference

Baughman, M. (2019, Septemeber 15). Mentorship and Learning Experiences of

Preservice Teachers as Community Children’s Chorus Conductors. Journal of

Music Teacher Education, 29(2), pp. 38-52.

John M. Swales, C. B. (2012). Academic Writing for Graduate Students, 3rd Edition.

Ann Arbor: University of Michigan Press.