Interactions in Persuasive Writing: Comparative Analysis of L2 Essays and L1 Columns
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This study explores similarities and differences in the use of stance and engagement markers between Korean students’ English essays (KSEE) and New York Times opinion columns (NYTOC). For this comparison, 79 KSEE and 50 NYTOC were used to build up two corpora. Based on Hyland’s (2005a, 2008) metadiscourse model, they were statistically compared with the Mann- Whitney U test to investigate how writers use interactional sources of metadiscourse to convey their authorial voice and engage readers in their texts. Findings suggest that while KSEE used significantly more interactional markers on average, NYTOC adopted more diverse types of hedges, boosters, and attitude markers. In addition, they showed a marked disparity in the distribution of engagement markers. Pedagogical implications, such as training for textual voice construction and register -based instruction, are suggested.
Abstract
This study explores similarities and differences in the use of stance and engagement markers between Korean students’ English essays (KSEE) and New York Times opinion columns (NYTOC). For this comparison, 79 KSEE and 50 NYTOC were used to build up two corpora. Based on Hyland’s (2005a, 2008) metadiscourse model, they were statistically compared with the Mann- Whitney U test to investigate how writers use interactional sources of metadiscourse to convey their authorial voice and engage readers in their texts. Findings suggest that while KSEE used significantly more interactional markers on average, NYTOC adopted more diverse types of hedges, boosters, and attitude markers. In addition, they showed a marked disparity in the distribution of engagement markers. Pedagogical implications, such as training for textual voice construction and register -based instruction, are suggested.
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