<abstract xmlns="http://www.w3.org/1999/xhtml"><p> This study investigated metadiscourse in the persuasive essays of fourth graders from both urban and rural communities: 224 students in South Korea and 188 in the US. Each student was asked to write a persuasive essay in his or her native Korean or English in response to a story not previously read or discussed. Analysis with a taxonomy developed by Hyland (2004) indicated significant differences in the metadiscourse by country. In terms of interactive metadiscourse, South Korean students used more sentence-level transitions than U.S. students, who used more frame markers and endophoric markers. With regard to interactional metadiscourse, U.S. students used more hedges, boosters, engagement markers, and self-mentions in their essays. This study also compared the students′ essays by the type of community in which the writers lived. In the US the essays of students in rural communities contained more hedges, whereas those of students in urban areas included significantly more self-mentions. In South Korea, no significant difference was detected in the metadiscourse of students living in rural and urban areas.</p></abstract>

This study investigated metadiscourse in the persuasive essays of fourth graders from both urban and rural communities: 224 students in South Korea and 188 in the US. Each student was asked to write a persuasive essay in his or her native Korean or English in response to a story not previously read or discussed. Analysis with a taxonomy developed by Hyland (2004) indicated significant differences in the metadiscourse by country. In terms of interactive metadiscourse, South Korean students used more sentence-level transitions than U.S. students, who used more frame markers and endophoric markers. With regard to interactional metadiscourse, U.S. students used more hedges, boosters, engagement markers, and self-mentions in their essays. This study also compared the students′ essays by the type of community in which the writers lived. In the US the essays of students in rural communities contained more hedges, whereas those of students in urban areas included significantly more self-mentions. In South Korea, no significant difference was detected in the metadiscourse of students living in rural and urban areas.

Metadiscourse in persuasive essays by elementary students in South Korea and the US

Journal of Language and Cultural Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

This study investigated metadiscourse in the persuasive essays of fourth graders from both urban and rural communities: 224 students in South Korea and 188 in...

Metadiscourse in persuasive essays by elementary students in South Korea and the US

Online veröffentlicht: 14. Juli 2017

Seitenbereich: 80 - 102

DOI: https://doi.org/10.1515/jolace-2017-0020

Schlüsselwörter
metadiscourse, persuasive essay, interactive resources, interactional resources

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Metadiscourse in persuasive essays by elementary students in South Korea and the US

Online veröffentlicht: 14. Juli 2017

Seitenbereich: 80 - 102

DOI: https://doi.org/10.1515/jolace-2017-0020

Schlüsselwörtermetadiscourse, persuasive essay, interactive resources, interactional resources

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Schlüsselwörter
metadiscourse, persuasive essay, interactive resources, interactional resources