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How Students Write after Learning about Metadiscourse. Pragmatics and Language Learning. Monograph Series Volume 7, pl, ; see FL Subjects were students in two level college composition classes. The CC students worked on the propositional content of their essays while the EC students concentrated on the pragmatic functions of metadiscourse.
Posttests written by EC students were significantly better than those of the CC, although pretest results did not differ. Sources of this difference are discussed, including changes in metadiscourse markers, tone of the essays, and topical progression.
It is argued that the EC students not only used metadiscourse markers more effectively, but also wrote with more attention to audience needs, thereby making global changes that improved their papers.
Vc Vc Vc Vc?? Vc Vc Vc V? Steffensen Xiaoguang Cheng Native speakers of English participated in composition classes using either a process approach the control classroom— CC or direct teaching of metadiscourse the experimental classroom-EC. The posttests written by the EC students were significantly better than those of the CC although the pretests of the two groups did not differ.
In this paper, we analyze what made this difference in the EC papers, including changes in metadiscourse markers, the tone of the essays, and topical progression. It will be proposed that the EC students not only used metadiscourse markers more effectively but also wrote with more attention to audience needs, thereby making global changes that improved their papers.
When we write, we attend to the topic we are discussing and what we have to say about it— the propositional content of our text. But there is another part of the text that is of consid- erable importance— the metadiscourse markers. These markers are the means we use to indi- cate how the text is structured, to explain difficult words and expressions for readers, and to encode what rhetorical acts we are preforming.
Such metadiscourse markers, if used skillfully, make the text easier for our projected readers to process. These important pragmatic functions that metadiscourse performs increase the likelihood that our readers will end up with a message that is fairly close to the one we thought we were writing.
We will then analyze sections of compositions written in class to show how the styles of students in the control class CC and the experimental class EC differed at the end of the study.
While there were many changes in the EC papers, we will discuss differences in a the use of metadiscourse markers generally, b the use of Hedges in particular, c the tone and considerateness of the essays, and d the transparency of topical progression.
It consists of two broad categories, textual metadiscourse and interpersonal metadis- course, which are further subdivided on the basis of particular pragmatic functions. Textual metadiscourse is intratextual, serves to mark the text structure, and consists of two subcategories, Textual Markers and Interpretive Markers.
Interpretive Markers include Illocutionary Markers, which are derived from speech act theory and make explicit what rhetorical acts the writer is performing. Examples of these categories include the following: Hedges and Certainty Markers allow writers to indicate how certain they are of the truth value of what they are asserting, while Attributors provide the source of information presented in the text.
This study explores web-based discourse genres and applies a dialogic framework to the study of interpersonality in traveller forums. This genre belongs to the domain of travel and tourism, where the interaction of writers-readers leads towards its ultimate purpose: to persuade others through positive or negative opinions. texts All Texts latest This Just In Smithsonian Libraries FEDLINK (US) Genealogy Lincoln Collection Additional Collections. eBooks & Texts. Top American Libraries Canadian Libraries Universal Library Community Texts Project Gutenberg Biodiversity Heritage Library Children's Library. Open Library. Metadiscourse as a subject of direct study and metadiscourse as a way of evaluating text resulted in changes in the propositional content that made the EC texts more effective than those texts written by CC student writers, who focused on propositional content by reading about it, discussing it .
Attitude Markers allow writers to express their feelings about what they are saying, and Commentaries are used to anticipate the responses of their readers and address them. The following examples will give a sense of these types: One class, the CC, was taught using the dominant strategy in university composition courses, the process method.
This method focuses on the importance of propositional content in writing and emphasizes invention and Metadiscourse and Text Pragmatics the generation of ideas. To augment the generation of ideas, the students read materials about the subjects on which they are writing.
Thus, the CC stu- dents were focusing on the propositional content of their essays through the generation of knowledge by reading and discussion, and on audience reactions and needs through peer review and revision. In the EC, the time devoted to reading about the topic was reduced and the time saved was spent reading scholarly articles about metadiscourse:Metadiscourse is one of the features that contribute to coherence.
The present study examines the quantitative changes occur in the use of metadiscourse in persuasive texts written by the cross. Full-Text Paper (PDF): Persuasion and context: The pragmatics of academic metadiscourse.
Metadiscourse Metadiscourse is a rhetorical feature of texts and includes a set of non-propositional devices that reﬂect the relationship between writer and reader.6 The concept of meta- discourse was ﬁrst introduced by Harris in “to offer a way of understanding language in use, representing a writer’s or speaker’s attempts to.
Tang, H. y Bee, W. () Metadiscourse Use in the Persuasive Writing of Malaysian Undergraduate Students. English Language Teaching, 7 (7).
Vande Kopple, W. () Refining and Applying Views of Metadiscourse. The study identifies a taxonomy of metadiscourse functions and suggests that metadiscourse reflects one way in which context and linguistic meaning are integrated to allow readers to derive.
texts All Texts latest This Just In Smithsonian Libraries FEDLINK (US) Genealogy Lincoln Collection Additional Collections. eBooks & Texts. Top American Libraries Canadian Libraries Universal Library Community Texts Project Gutenberg Biodiversity Heritage Library Children's Library.