This study assesses the introductory writing section of an EFL student thesis. Using the CARS Swales model (1990, 2004) and SFL Halliday and Matthiesen (2004), this exploratory study examines the in-depth sections of student thesis introductions. In obtaining data, randomly selected participants were students who had just graduated. The findings reveal that the introductory part of the EFL student thesis deviates from the M1 + M2 + M3 rhetorical pattern of CARS Swales model which are, move 1 establishing a territory, move 2 establishing a niche and move 3 occupying a niche. In addition, the existence of SFL theory helps to reveal the content, organization and style contained in the introductory writing, which is one of the assessments of the academic genre, showing a pattern of writing academic genres that is less attached. This study has pedagogical implications for non-native writing practices and contributes to broadening current research on Introduction writing.

Keywords: Introduction, SFL, CARS