Article "Interactional metadiscourse in successful and-successful argumentative essays"

Ayu Rina Dwi Utari
16611073
85th article

"Interactional metadiscourse in successful and-successful argumentative essays"

The study explores interactional metadiscourse in successful and less-successful argumentative essays written by Chinese ESL university students, and how these ESL writers compare with high-rated L1 students. The analysis is based on three corpora of student writing: 25 successful ESL essays, 25 less-successful ESL essays, and 25 successful L1 English papers. Using Hyland’s (2005a) model of interactional metadiscourse, these papers were compared to examine the extent to which successful and less-successful student. Findings of the analysis suggest that successful essays, both L1 and L2, contain significantly greater instances of particularly hedging devices than less-successful essays. For some interpersonal resources, such as boosters and attitude markers, no significant differences were found.