A Study of Interactional Metadiscourse Bundles in Chinese College Students' Argumentative Writing
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i6.2256
Abstract
Interactional metadiscourse involves writer’s evaluation of proposition, and communication with readers, while the use of interactional metadiscourse has not been sufficiently explored from a bundle-driven perspective. To abridge the gap, this paper aims to find out the distribution, structures and functions of interactional metadiscourse bundles in Chinese college students’ argumentative writing. Research summarizes five structural types with eighteen sub categories in students’ writing. Functional analysis of IMBs shows that self mentions and attitude markers cover a large scale to achieve interpersonal communication in written texts.
Keywords
lexical bundles, interactional metadiscourse, argumentative writing, corpus-driven
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[3] Chen, Y. H., Baker, P. Lexical bundles in L1 and L2 academic writing. Language Learning and Technology. 2010; 14 (2): 30-49.
[4] Hyland, K, Tse, P. Metadiscourse in academic writing: A reappraisal. Applied Linguistics. 2004; 25(2): 156-177.
[5] Hyland, K. Stance and engagement: a model of interaction in academic discourse. Discourse Studies. 2005; 7(2): 173-192.
[6] Thompson, G., Thetela, P. The sound of one hand clapping: The management of interaction in written discourse. Text. 1995; 15(1): 103-127.
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