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The effect of teaching metadiscourse...

Cheng, Xiaoguang.

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The effect of teaching metadiscourse on the writing quality of university level student writers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effect of teaching metadiscourse on the writing quality of university level student writers./
作者:	Cheng, Xiaoguang.
面頁冊數:	240 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-10, Section: A, page: 3119.
Contained By:	Dissertation Abstracts International55-10A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9507279

The effect of teaching metadiscourse on the writing quality of university level student writers.
Cheng, Xiaoguang.

The effect of teaching metadiscourse on the writing quality of university level student writers. - 240 p.

Source: Dissertation Abstracts International, Volume: 55-10, Section: A, page: 3119.

Thesis (D.A.)--Illinois State University, 1994.

This study was conducted to explore, first, an effective way of teaching metadiscourse to university level students and, second, the relationship between students' use of metadiscourse and the quality of their texts. The study first of all explored a teaching methodology and then examined whether and how metadiscourse can create interpersonal and textual meanings so as to reinforce the ideational meaning of the text.Subjects--Topical Terms:

1018115
Education, Language and Literature.

The effect of teaching metadiscourse on the writing quality of university level student writers.
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245 1 4 $a The effect of teaching metadiscourse on the writing quality of university level student writers.
300 $a 240 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-10, Section: A, page: 3119.
500 $a Chair: Margaret S. Steffensen.
502 $a Thesis (D.A.)--Illinois State University, 1994.
520 $a This study was conducted to explore, first, an effective way of teaching metadiscourse to university level students and, second, the relationship between students' use of metadiscourse and the quality of their texts. The study first of all explored a teaching methodology and then examined whether and how metadiscourse can create interpersonal and textual meanings so as to reinforce the ideational meaning of the text.
520 $a Two classes of freshman composition participated in this study. During the 16-week semester, both groups were taught using the process method. In the Experimental Group, however, the student writers' attention was shifted from the propositional content to the interpersonal and textual meanings of the text as a way of improving their writing skills. This was accomplished by asking the experimental subjects to read theoretical articles on text analysis and metadiscourse, summarize and talk about them, and do exercises on metadiscourse. Both groups were given a 75-minute in-class essay pretest and a posttest and both groups wrote a third draft of the position paper during the third week of the semester and rewrote a fourth one during the final week. For statistical analysis the scores of the pretest were compared with those of the posttest and Draft 3 with Draft 4. For descriptive analysis metadiscourse features in sample student texts were identified and analyzed in terms of both quantity (density and percentage) and quality (errors).
520 $a The results of the analysis indicated that the Experimental Group benefited from the teaching of metadiscourse: they produced significantly better essays because they made fewer metadiscourse errors, hence the ideational as well as the interpersonal and the textual meanings of their texts were strengthened. This suggests that teaching students to use metadiscourse in the composition class is a valuable way of improving their writing skills.
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