Should Learning Developers provide instruction in the use of metadiscourse?

Metadiscourse is the language writers use to guide their readers through their texts and organise their arguments. This can take the form of phrases, for example, ‘this essay will discuss’, or ‘in conclusion’, or individual words such as ‘firstly’ or ‘therefore’. This study aims to determine how un...

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Autor principal:	Samantha King
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2021
Materias:	metadiscourse student writing corpus analysis academic discourse Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/87281dea40bd45ef9dd7a8919bbc8f3e
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spelling	oai:doaj.org-article:87281dea40bd45ef9dd7a8919bbc8f3e2021-11-29T14:02:08ZShould Learning Developers provide instruction in the use of metadiscourse?10.47408/jldhe.vi20.6041759-667Xhttps://doaj.org/article/87281dea40bd45ef9dd7a8919bbc8f3e2021-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/604https://doaj.org/toc/1759-667X Metadiscourse is the language writers use to guide their readers through their texts and organise their arguments. This can take the form of phrases, for example, ‘this essay will discuss’, or ‘in conclusion’, or individual words such as ‘firstly’ or ‘therefore’. This study aims to determine how undergraduate students develop their use of metadiscourse over their first two years of study at a UK university and to investigate whether use of metadiscourse is related to the grade that a text receives from subject tutors. To achieve this, a corpus of summative written assignments was collected from 67 undergraduates studying a health discipline. This is the writing that we as Learning Developers are most closely involved with: assignments written as part of a course of study. The assignments were analysed using software developed for the field of corpus linguistics to identify how students used metadiscourse. The results of this study suggest that including explicit instruction in Learning Development sessions in the use of some aspects of metadiscourse could be of value. This supports an ‘academic literacies’ (Lea and Street, 1998) approach in that it recognises the need to make clear the implied assumptions that surround academic writing and the inherent variation between disciplines. Samantha KingAssociation for Learning Development in Higher Education (ALDinHE)articlemetadiscoursestudent writingcorpus analysisacademic discourseTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 20 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	metadiscourse student writing corpus analysis academic discourse Theory and practice of education LB5-3640
spellingShingle	metadiscourse student writing corpus analysis academic discourse Theory and practice of education LB5-3640 Samantha King Should Learning Developers provide instruction in the use of metadiscourse?
description	Metadiscourse is the language writers use to guide their readers through their texts and organise their arguments. This can take the form of phrases, for example, ‘this essay will discuss’, or ‘in conclusion’, or individual words such as ‘firstly’ or ‘therefore’. This study aims to determine how undergraduate students develop their use of metadiscourse over their first two years of study at a UK university and to investigate whether use of metadiscourse is related to the grade that a text receives from subject tutors. To achieve this, a corpus of summative written assignments was collected from 67 undergraduates studying a health discipline. This is the writing that we as Learning Developers are most closely involved with: assignments written as part of a course of study. The assignments were analysed using software developed for the field of corpus linguistics to identify how students used metadiscourse. The results of this study suggest that including explicit instruction in Learning Development sessions in the use of some aspects of metadiscourse could be of value. This supports an ‘academic literacies’ (Lea and Street, 1998) approach in that it recognises the need to make clear the implied assumptions that surround academic writing and the inherent variation between disciplines.
format	article
author	Samantha King
author_facet	Samantha King
author_sort	Samantha King
title	Should Learning Developers provide instruction in the use of metadiscourse?
title_short	Should Learning Developers provide instruction in the use of metadiscourse?
title_full	Should Learning Developers provide instruction in the use of metadiscourse?
title_fullStr	Should Learning Developers provide instruction in the use of metadiscourse?
title_full_unstemmed	Should Learning Developers provide instruction in the use of metadiscourse?
title_sort	should learning developers provide instruction in the use of metadiscourse?
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2021
url	https://doaj.org/article/87281dea40bd45ef9dd7a8919bbc8f3e
work_keys_str_mv	AT samanthaking shouldlearningdevelopersprovideinstructionintheuseofmetadiscourse
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Should Learning Developers provide instruction in the use of metadiscourse?

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