The Use of Interactional Metadiscourse Features to Present a Textual Voice: A Case Study of Undergraduate Writing in Two Departments at the University of Botswana

Autor/in	Ramoroka, Boitumelo T.
Titel	The Use of Interactional Metadiscourse Features to Present a Textual Voice: A Case Study of Undergraduate Writing in Two Departments at the University of Botswana
Quelle	In: Reading & Writing: Journal of the Reading Association of South Africa, 8 (2017) 1, Artikel 128 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Case Studies; Undergraduate Students; Computational Linguistics; Interpersonal Communication; Academic Discourse; Writing (Composition); Comparative Analysis; Elementary School Teachers; Essays; Foreign Countries; Discourse Analysis; Student Attitudes; Teacher Attitudes; College Faculty; English for Special Purposes; Second Language Learning; Second Language Instruction; Language Teachers; Intellectual Disciplines; Inservice Teacher Education; Journalism Education; Communications; Program Descriptions; Botswana + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Linguistics; Computerlinguistik; Interpersonale Kommunikation; Discourse; Diskurs; Schreibübung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Essay; Aufsatzunterricht; Ausland; Diskursanalyse; Schülerverhalten; Lehrerverhalten; Fakultät; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Geisteswissenschaften; Lehrerfortbildung; Nachrichtenwesen
Abstract	In recent years, there has been an increased emphasis on the interpersonal function of metadiscourse features in academic texts. This means that research on writing in academic contexts began to focus on the rhetorical features, such as interactional metadiscourse, that writers use to present their voice in writing. These developments in academic writing have also considered the context in which specific genres are produced. Using a multiple-methods approach to genre analysis, this article compares students' use of interactional metadiscourse features in two undergraduate courses, Media Studies and Primary Education at the University of Botswana. A total of 40 student essays were analysed. Interviews with students and lecturers in the two departments were also done to understand the context in which the essays were produced. The comparison of interactional metadiscourse features in the two corpora indicated that interactional metadiscourse markers were present, but that there were variations in the use and distribution of these features by the learners. Contextual information shows that such variations reflect the different values and beliefs about academic writing of the discourse communities that students belong to. These values and beliefs can be problematic for English for Specific Purposes (EAP) lecturers who have to prepare students for writing in the various disciplines in L2 contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01