<![CDATA[This study examines the discourse structure of curriculum vitae (CV) writing produced by senior high school EFL students, drawing on Bhatia’s genre-based move analysis. Fifteen CVs, purposively selected from twenty-seven written by twelfth-grade students of MAN 3 Kebumen using digital templates, were analyzed to identify (1) the move-step structure realized in the texts, (2) how the moves reflect students’ understanding of CV genre conventions, and (3) the lexico-grammatical features used to construct professional identity. The analysis reveals a generic structure of five moves and twelve steps: establishing credentials, introducing candidature, indicating value of candidature, offering incentives, and references. Move 2 was obligatory (15/15), Moves 1 and 4 were conventional (12/15, 80% each), and Moves 3 and 5 were optional (5/15, 33.3%; 1/15, 6.7%). Only seven of the twelve steps occurred, and technical skills, not covered by the framework, appeared in 13 CVs. Lexico-grammatically, free-text passages relied on general verbs (has, have, having) and unsupported self-assessments, whereas experience descriptions used action verbs; quantified achievements appeared in five CVs, mostly beside template placeholder text. The findings suggest that genre-based instruction should target optional but persuasive moves and teach students to compose, not copy, evidence-based achievement statements.]]>
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