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Metadiscourse and Counterargument Integration in Student Argumentative Papers

Author

Listed:
  • Philip M. McCarthy
  • Noor W. Kaddoura
  • Khawlah Ahmed
  • Rachel Hall Buck
  • Anuja M. Thomas
  • Ayah Al-harthy
  • Nicholas D. Duran

Abstract

Incorporating counterarguments can be challenging for many student-writers, including those for whom English is a second or other language. In this study, we present findings that may lead to improvements in students’ understanding of the benefits of integrating counterarguments. In our study, expert readers were presented with excerpts of student academic writing in order to assess the degree to which counterarguments could be identified through student deployment of metadiscoursal features. The results suggest that student-writers deploy metadiscoursal features with insufficient frequency and consistency. The results further suggest that when metadiscoursal features are used in counterarguments, their deployment is largely restricted to the sentence-initial position. The study also considers the pedagogical and technological issues associated with the findings.

Suggested Citation

  • Philip M. McCarthy & Noor W. Kaddoura & Khawlah Ahmed & Rachel Hall Buck & Anuja M. Thomas & Ayah Al-harthy & Nicholas D. Duran, 2021. "Metadiscourse and Counterargument Integration in Student Argumentative Papers," English Language Teaching, Canadian Center of Science and Education, vol. 14(6), pages 1-96, June.
    • Handle: RePEc:ibn:eltjnl:v:14:y:2021:i:6:p:96
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    References listed on IDEAS

    as
    1. Helen Tan & Wong Bee Eng, 2014. "Metadiscourse Use in the Persuasive Writing of Malaysian Undergraduate Students," English Language Teaching, Canadian Center of Science and Education, vol. 7(7), pages 1-26, July.
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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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