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

Metadiscourse in persuasive essays by elementary students in South Korea and the US AbstractThis 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Language and Cultural Education de Gruyter

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

Kim, Il-Hee
Journal of Language and Cultural Education , Volume 5 (2): 23 – May 24, 2017
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Publisher
de Gruyter
Copyright
© 2017
eISSN
1339-4584
DOI
10.1515/jolace-2017-0020
Publisher site
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Abstract

AbstractThis 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.

Journal

Journal of Language and Cultural Education – de Gruyter

Published: May 24, 2017

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