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ABSTRACT: Several studies on metadiscourse zero in on how genres show nuances of linguistic features that reside in various structures depending upon the linguistic exigencies of language for specific purposes. Inquisitive on how these nuances are demonstrated through a repertoire of metadiscoursal features in a highly contextualized discourse, this paper explores how metadiscourse resources are utilized in aeronautics and aerospace engineering and how these facilitate the development of a well-composed text in the field of aviation. Using Hyland and Tse’s ( 2004 ) and Hyland’s ( 2005 , 2010 ) analytical frameworks for interactive and interactional resources, a corpus of thirty research articles comprising 125,298 words published in the Journal of Aeronautics and Aerospace Engineering was scrutinized. As revealed in the study, the investigated metadiscourse markers resembled Hyland and Tse’s ( 2004 ) and Hyland’s ( 2005 , 2010 ) findings in terms of interactive and interactional markers, which contain similar features of academic writing such as formality and objectivity; however, in the use of interactional resources, it yielded a finding that supports informality through the use of self-mentions. The quantitative analysis yielded a higher frequency of interactive markers than interactional markers across the thirty articles. This argues that writers in aeronautics and aerospace engineering articles essentially employ more interactive resources than interactional resources, suggesting that these writers are primarily concerned with making their text more cohesive while being responsible for establishing an interpersonal stance toward both the propositional contents and the audience of the text. The findings of the present study provide pedagogical implications as to how writers in the field of aeronautics and aerospace engineering can effectively compose their articles through the strategic use of metadiscoursal markers.

To present a skillfully written abstract, an author should apply some strategies. One of them is the application of Metadiscourse Markers, which provides readers with linguistic features that will help them quickly get the gist of the entire research. Studies have examined the metadiscourse markers in abstracts of theses and published article journals written by Indonesian, but only a few used a corpus-based approach and analyzed the errors simultaneously. This study, therefore, aimed at finding the frequency of Metadiscourse Markers and grammatical errors made by Accounting Department students of Kupang State Polytechnic in their final papers’ abstracts. A corpus-based approach was applied by using AntConc Version 3.5.9 concordance tool. The study showed that interactive markers occurred more frequently than interactional resources. Moreover, grammatical errors were related to applying punctuation (comma), plural forms, verb tenses, and modality. This study suggests the teaching material includes the features of Metadiscourse Markers in abstract writing and further emphasizes the grammar on topics where students performed errors.

This study aims to investigate the use of Interactive metadiscourse markers in engineering and technological research articles written by Pakistani and British engineers. The objectives of the study were to investigate and to compare the use of interactive Metadiscourse markers between the two sub-corpora. This study has followed Hyland & Tse's (2004) “Interpersonal model” of metadiscourse. For this purpose, we built a specialized corpus of engineering research articles contained with two sub-corpora of British and Pakistani RA‟s, 100 in each. Pakistani research articles were selected from X category research journals recognized by HEC (Higher Education Commission) and Britainpapers were selected and downloaded from research repositories published between 2010 to 2016. The corpus consists of 1087091 words. A mixed methods research (qualitative and quantitative) was employed. Before analyzing the frequency of data, the extracted markers (according to Hyland's (2005) taxonomy of metadiscourse markers) were checked and filtered carefully through the manual examination of the markers into the source texts and the frequencies of occurrences were updated accordingly. The statistical analysis of the data was done using the chi-square test by SPSS v.20. The result of the test indicated that there is a significant difference between both sub-corpora (χ2 = 10.478, df = 4, p = .033 < 0.05.). Taken together, the results indicated that British writers used interactive markers more than Pakistani writers. Pakistani writers used more frequently endophoric markers, code glosses, and frame markers. However, British writers used less endophoric markers, code glosses, and frame markers than Pakistani writers. The only two sub-categories of interactive were used by Pakistani writers with a slightly higher rate than British writers are code glosses and frame markers. On the other hand, British writers used more frequently transition markers and evidential.The result of the analysis shows cultural differences,and it is fascinating that Pakistani engineers used frequently sub-categories of interactive markers in their research articles. Finally, it was also disclosed that British research articles have relatively clear usage ofall sub-categories properly as compared to Pakistani engineers. The study has implications for ESL teachers, novice researchers, curriculum designers,and textbook developers.

Metadiscourse markers refer to the linguistic elements that establish a relationship between the writers and the readers, the current study has conducted a quantitative analysis to measure the distribution and frequencies of metadiscourse markers in the texts of English trade agreements. The study has adopted the classifications of Hyland (2005); these classifications been applied to four English trade agreements obtained from official websites; four extracts have been selected randomly from each agreement. The results of the study have revealed that the English agreements used Interactive markers more than interactional markers.

Given the interest in the study of metadiscourse as the communication of ideas and the way people use language in different communicative situations, this paper attempted to find the degree of confluence between metadiscourse markers from different studies and to show how patterns of metadiscourse analysis based on various written genres can be applied to a wider range. The mean values for the frequency of marker use and their respective deviations were determined by comparing a significant number of studies on metadiscourse elements. To ensure comparability, those following Hyland’s model were chosen. The units of analysis were grouped into two broad categories based on discursive characteristics: Academic genres (research articles, theses, and textbooks) and non-academic genres, which included documents ranging from newspaper editorials or opinion columns to Internet texts and other forms of digital communication. The results of our study highlight that the disparity in interactive markers between academic and non-academic texts is relatively small. This difference has been identified by previous studies, and it is confirmed herein that the difference may be related to the use of academic language, the topic, or the object of study. In contrast, the mean values of the interactive markers in non-academic texts are considerably higher than those in academic texts. At the same time, the texts seem to be organised along two axes (interactional and interactive) in distinct areas. Despite our initial assumptions that the data would be subject to individual variations, that differences would be found between different sections of the same genre within the same academic discipline, and that the results would vary if certain texts were added or excluded, we observed certain trends in the behaviour of the documents, although it prevailed that, within each category, the texts should be studied individually.

This paper aims to conduct a comparative study of metadiscourse markers in short stories by two iconic American authors, Edgar Allan Poe and Mark Twain. The specific objectives are to identify and analyze interactive and interactional metadiscourse markers, compare their frequencies in selected short stories, and elucidate the thematic significance and narrative impact of observed differences. Metadiscourse, defined as linguistic elements shaping readers' understanding, plays a crucial role in literature. This study focuses on Edgar Allan Poe's "The Gold Bug" and Mark Twain's "A Telephonic Conversation," examining how interactive and interactional markers contribute to the construction of meaning in American short stories. The study employs a comprehensive model of metadiscourse analysis, considering both interactive and interactional markers. A cluster sampling method is used to select short stories, with a population consisting of works by Edgar Allan Poe and Mark Twain. The sample includes one short story from each author: "The Gold Bug" and "A Telephonic Conversation." Antconc software and Hyland's model are utilized for analysis. In "The Gold Bug," interactive markers predominate (53.23%), emphasizing logical progression and cohesiveness. In contrast, "A Telephonic Conversation" leans towards interactional markers (54.7%), especially the pronoun "I," adding humor and aligning with modern communication challenges. Frequency distributions and examples illustrate the thematic significance of these markers in each story. This comparative analysis highlights the significance of metadiscourse markers in shaping narratives. Authors' choices between interactive and interactional markers impact reader engagement and thematic resonance. Further exploration of metadiscourse markers in literature is recommended to enhance understanding of narrative construction and storytelling techniques. [ABSTRACT FROM AUTHOR]

Meta-discourse as a self-reflective linguistic tool has received considerable attention in recent years. Besides, it plays a leading role in exploring variations in the way authors pen a manuscript. The present study aims at investigating variations in the use of both interactive and interactional meta-discourse markers among ISI and non-ISI articles written by Iranian authors in the field of Applied Linguistics. The corpora in the present study comprised a total of 8 Research Articles (RAs) in ISI and non-ISI journals published in 2016 and 2017. We described the distribution of interactive and interactional markers in Method sections using Hyland’s (2005) model as a framework. The results of the quantitative analysis disclosed that genre expectations of journals had a determining role in the writers’ choice of some meta-discourse markers. Owing to this fact, similarities were found in the use and distribution of meta-discourse markers across ISI and non-ISI data. In addition, a significant difference was found between the types of interactive meta-discourse markers as used in ISI and non-ISI journals. Moreover, the findings revealed similarities in employing the type of interactional meta-discourse markers in our corpora. Our study may promise some pedagogical implications for material development and English for Specific Purposes (ESP).

This study investigates the interactional function of Japanese interactive markers yo and sa in conjunction with the notion of involvement, and sheds light on some issues of verbal exchange in spoken discourse. The study argues that these markers commonly share the function of signalling the speaker's attitude of inviting the hearer's involvement in a 'monopolistic' manner, by which the speaker is committed to enhance his/her position as a deliverer of the contents/feeling conveyed in the utterance. Further, each marker indicates the speaker's monopolistic attitude in its unique way: yo signals the speaker's monopolistic attitude of ensuring the hearer's understanding of the contents/feeling conveyed in the utterance, while sa signals the speaker's monopolistic attitude of presenting the contents/feeling conveyed in the utterance as a matter of course for him/her. Based on these functions, their co-occurrence restrictions with modal expressions and their use in social contexts are also discussed. [ABSTRACT FROM AUTHOR]

An abstract is generally a condensed version of a much lengthier research article (RA). It plays a crucial role in academic writing by initially grabbing the readers' attention. A wellcrafted abstract can greatly increase an RA's chances of being published. Metadiscourse markers, which extend beyond the actual information being presented, provide significant assistance in textual organisation and interaction. However, less attention has been paid to the use of these markers in the abstracts of RAs within the field of linguistics and literature from Scopus-indexed journals. Therefore, this paper first investigated how authors presented their arguments in the abstracts by deploying interactive and interactional markers, and then it delved into the occurrence frequency of both types of markers in linguistics and literature corpora. A total of 100 English RA abstracts were selected for this study. The linguistics and literature corpus each contained 50 RA abstracts taken from three open-access Scopus-indexed journals. Based on Hyland's (2005) interpersonal model of metadiscourse, an analysis of the identification and frequency of metadiscourse markers was conducted. A comparison was also drawn between the linguistics and literature RA abstracts. The findings showed that the abstracts from both corpora employed more interactive markers than interactional markers. Regarding the interactive markers, a similar tendency of using transitions was detected. However, the difference lay in the frequency of the other four types of markers between the two corpora. In the interactional category, boosters emerged as the most prominent markers while engagement markers were the least frequent in both corpora. The difference was mainly in the occurrence of self-mentions. The results of this study highlight the disciplinary awareness of metadiscourse markers in RA abstracts and offer a practical guide for scholars to utilise these cues and indicators in academic writing. [ABSTRACT FROM AUTHOR]

Moving in line with the postulation that metadiscourse (MD) markers help transform a dry and tortuous piece of text into a coherent and reader-friendly one, the researchers in the current study attempted to investigate the effect different metadiscourse markers might have on Iranian EFL learners’ perception of written texts. To this end, 120 undergraduate English students were given three different texts chosen from the most common textbooks in BA, along with their doctored versions (all MD-removed, interactive-removed, and interactional-removed). Each text duo was then accompanied by an 8-item questionnaire following Ifantido’s (2005) lead. The findings, overall, were indicative of the positive role of metadiscourse markers in bringing about EFL learners’ ameliorated text perception. Furthermore, data analysis via ANOVA and LSD tests revealed that texts with both interactive and interactional resources had more effect on learners’ perception. Moreover, it was found that interactive and interactional resources had more or less the same effect on learners’ reactions to texts. To sum it up, in line with the findings of the present study further evidence is garnered in favor of the postulation holding that metadiscourse markers bring about an increased amount of coherence and reader-friendliness in texts.

O objetivo deste trabalho é focalizar, numa perspectiva textual-interativa, como o gênero discursivo carta do leitor foi se constituindo e se modificando a partir das necessidades interacionais, isto é, o dialogismo estabelecido entre o escrevente e seu interlocutor, evidenciado por meio das marcas lingüísticas encontras nas Cartas publicadas em jornais paulistas do século XIX. Nesses jornais, havia uma seção de cartas enviadas pelos leitores da época, cujo propósito era, em certos casos, pedir ajuda para resolver algum problema ou contar um episódio particular que precisava de uma solução. Podemos dizer que essa seção seria uma espécie de consultório de reclamações, pedidos ou mesmo para estabelecimento de contato com parentes ou amigos. O corpus é constituído de 14 cartas publicadas entre os anos de 1828 e 1893, nos seguintes jornais paulistas: Farol Paulistano, Diário de São Paulo, A Província de São Paulo, Correio Paulistano.The objective of this paper is to analyze, from a textual-interactive perspective, how the discursive genre of letters from the readers was constituted and modified due to interactive needs, that is, the dialogism established between writers and their interlocutors, as evidenced in the linguistic markers found in the letters published in the Sao Paulo press in the 19th century. Those newspapers had a section dedicated to letters sent by the readers, many of which asked for help in solving a problem or told about a specific episode that needed a solution. Thus, it could be said that this section was an advice and requests column, as well as a way of establishing contact with relatives or friends. The object of study is made up of 14 letters published between 1828 and 1893 in the following newspapers: Farol Paulistano, Diário de São Paulo, A Província de São Paulo, Correio Paulistano.

Copyright of Journal of Research in Language & Translation (JRLT) is the property of Journal of Research in Language & Translation (JRLT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The growth and development of organism were dependent on the effect of genetic, environment, and their interaction. In recent decades, lots of candidate additive genetic markers and genes had been detected by using genome-widely association study (GWAS). However, restricted to computing power and practical tool, the interactive effect of markers and genes were not revealed clearly. And utilization of these interactive markers is difficult in the breeding and prediction, such as genome selection (GS). Results: Through the Power-FDR curve, the GbyE algorithm can detect more significant genetic loci at different levels of genetic correlation and heritability, especially at low heritability levels. The additive effect of GbyE exhibits high significance on certain chromosomes, while the interactive effect detects more significant sites on other chromosomes, which were not detected in the first two parts. In prediction accuracy testing, in most cases of heritability and genetic correlation, the majority of prediction accuracy of GbyE is significantly higher than that of the mean method, regardless of whether the rrBLUP model or BGLR model is used for statistics. The GbyE algorithm improves the prediction accuracy of the three Bayesian models BRR, BayesA, and BayesLASSO using information from genetic by environmental interaction (G × E) and increases the prediction accuracy by 9.4%, 9.1%, and 11%, respectively, relative to the Mean value method. The GbyE algorithm is significantly superior to the mean method in the absence of a single environment, regardless of the combination of heritability and genetic correlation, especially in the case of high genetic correlation and heritability. Conclusions: Therefore, this study constructed a new genotype design model program (GbyE) for GWAS and GS using Kronecker product. which was able to clearly estimate the additive and interactive effects separately. The results showed that GbyE can provide higher statistical power for the GWAS and more prediction accuracy of the GS models. In addition, GbyE gives varying degrees of improvement of prediction accuracy in three Bayesian models (BRR, BayesA, and BayesCpi). Whatever the phenotype were missed in the single environment or multiple environments, the GbyE also makes better prediction for inference population set. This study helps us understand the interactive relationship between genomic and environment in the complex traits. The GbyE source code is available at the GitHub website (https://github.com/liu-xinrui/GbyE). [ABSTRACT FROM AUTHOR]

Metadiscourse (MD) markers are of great importance in expressing the writers' stance, and the use of MD markers can be diverse in different genres of writing. This study endeavors to scrutinize the use of MD markers (major groups: interactive markers and interactional markers) in research proposals by Vietnamese postgraduate students in English Applied Linguistics (EAL). A cohort of 20 EAL research proposals was analyzed using AntConc software and descriptive statistics. The results unravel that regarding interactive markers, transition markers are the most used in EAL research proposals while endophoric markers are the least commonly used. Concerning interactional markers, selfmentions markers are the most popular MD markers while attitude markers are the least popular ones used in EAL research proposals. It is further found out that the most common functions of MD markers used in EAL research proposals are to link ideas in texts and texts to readers and show the writer's presence in the text. [ABSTRACT FROM AUTHOR]

We analyzed the introduction sections of a hundred and eighty doctoral dissertations of L1 culture over the last fifty years to discover the change concerning the utilization of interactive markers. Interactive markers are employed by writers to guide the audience throughout the piece. More application of such markers makes the text reader friendly and easy to follow and the less application of them shows the respective writing is constructed to target a more specialized audience. Using Hyland (2005) model of metadiscourse, we analyzed our 262,564 words corpus for hard and soft disciplines in the three time intervals of 1966, 1986, and 2016. Findings of the study confirm that due to the overall lower deployment of interactive markers in the introduction sections of our corpus, the genre is likely meant to be read by community members rather than a general audience of diverse disciplines. No evident disciplinary difference was found except for the overall trend change which is positive and negative respectively in the hard and soft disciplines. [ABSTRACT FROM AUTHOR]

Copyright of Revista Brasileira de Lingüística Aplicada is the property of Revista Brasileira de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The need for proficiency in academic writing has never been more important due to its significance for academic success and professional growth. The skills required in academic writing range from research to critical thinking and communication skills. It develops holistic intellectual development and will help one run a successful professional life, more so in highly researchoriented areas where publications become highly valued. This paper has attempted to fill up the research gaps created by the lack of research into corpus linguistic and corpus-based studies in general within the parameters of Philippine academic writing, with its insufficiency of known studies on metadiscourse markers in particular. This paper examined the use of metadiscourse markers in a researcher-constructed 120,000-word corpus of academic papers written by Grade 11 Senior High School students, namely, concept papers, position papers, reaction papers, and scientific reports. Specifically, the research determined the metadiscourse markers used by students and their frequency across text types, as well as qualitative analysis of their contextual usage. In the current study, it is revealed that students utilize a wide array of interactive and interactional markers, drawing on Hyland's taxonomy of metadiscourse markers (2005) and AntConc V. 3.5.8, a corpus analysis software. The study revealed a predominant use of interactive over interactional metadiscourse markers, with a notable emphasis on transitions within the interactive category. Qualitative analysis also showed that transitions and engagement markers serve various functions, such as clarifying relationships within the text, structuring arguments, and providing additional information for better understanding. Interactional resources were also employed to convey the writer's stance, engage the reader, and present a balanced view by acknowledging different perspectives. Hence, the findings highlighted that text type, rhetorical purpose, and the use of metadiscourse markers interact closely in shaping how the writer communicates and accomplishes their purpose effectively. Future research should address writing ability and experience as factors influencing the choice of metadiscourse markers and examine their variation of use across academic and nonacademic settings. [ABSTRACT FROM AUTHOR]

Regarding the gender of writers, this study aims to extract and classify the metadiscourse markers (MDMs), both interactive and interactional metadiscourse markers, used in the research papers written by senior undergraduate students of translation studies at the University of Sistan and Baluchestan, based on Hyland's interpersonal model of metadiscourse. The study covers all the five sections of 60 research papers written by 30 male students (MS) and 30 female students (FS): the abstract, the introduction, the methodology, the results, and the discussion sections. Regarding the frequencies and types of MDMs, the manual frequency count was applied to record the types of MDMs identified in the model. Findings revealed that, regarding the macro-level analysis, the students applied all the strategies (like transitions, frame markers, endophoric markers, hedges and boosters). However, they applied just some of the strategies mentioned in the micro-level analysis, such as "additions", "comparisons", "consequences", "sequencing", "label stages", "adjectives" and "directives". In addition, the results of Chi-square tests showed that the gender of the students, which seems to be affected by factors like social settings and culture, influences the use of interactive and interactional metadiscourse by them. Therefore, one of the areas closely related to the performance of English learners is the role of gender in the use of MDMs by foreign or second language learners. [ABSTRACT FROM AUTHOR]

In modern higher education, nurturing successful interdisciplinary collaboration is both an institutional priority and a grand organizational and cultural challenge. Recent scholarship describes the many and varied challenges inherent in the enactment of interdisciplinarity; it also explores how these challenges can be mitigated to spur successful interdisciplinary engagement. While much attention has been focused on interdisciplinary scholarship and pedagogy, might interdisciplinary service collaborations also play a role? This qualitative case study probes a particular type of interdisciplinary collaboration—a cross-disciplinary committee convened to hire interdisciplinary faculty members. Using interview and observational data to uncover the lived experiences of committee members across campus at one U.S.-based R1 institution, this study explores service-work as a potential site of positive experience and successful interdisciplinary collaboration. Illuminated by the Shared Cognitive-Emotional-Interactive (SCEI) platform for interdisciplinary research collaboration by Boix Mansilla et al. (2016), findings reveal myriad positive outcomes tied to faculty's service participation, probe the multifaceted reasons that faculty choose to participate, and explore how they experience this work. Analysis also uncovers limited cognitive yet significant emotional and interactive markers of and factors that facilitate a successful interdisciplinary collaborative process. Evidence of these markers and factors serves to "reframe" interdisciplinary service as an instance of successful interdisciplinary collaboration, a site of faculty learning and a context that fosters campus connections among faculty. In uncovering these benefits of interdisciplinary collaborative service, this work suggests ways in which it may serve as a missing link to build and strengthen an interdisciplinary campus community. [ABSTRACT FROM AUTHOR]

Metadiscourse markers refer to the linguistic elements that establish a relationship between the writers and the readers, the current study has conducted a quantitative analysis to measure the distribution and frequencies of metadiscourse markers in the texts of English trade agreements. The study has adopted the classifications of Hyland (2005); these classifications been applied to four English trade agreements obtained from official websites; four extracts have been selected randomly from each agreement. The results of the study have revealed that the English agreements used Interactive markers more than interactional markers. [ABSTRACT FROM AUTHOR]

Using Hyland's (2000) model as a research tool and drawing on Hyland's (2005a) model of metadiscourse, this article presents a pragmatic two-level rhetorical analysis of the constituent moves within research article abstracts. It specifically zeroes in on the identification and mapping of the most frequently used metadiscourse markers signifying these moves. The findings highlight that Libyan authors employ interactive markers more often than interactional ones. Both quantitative and qualitative analysis of metadiscourse indicate that transitions, endophoric markers, and frame markers emerge as the dominant interactive categories. In contrast, interactional metadiscourse is predominantly represented by attitude markers, hedges, and boosters. Based on the findings, Move 1 features the highest frequency of metadiscourse markers, followed by Move 2. Notably, transitions stand out as the most prevalent category across all moves. This study carries pedagogical implications for academic writing practices among Libyan academic writers and students alike. Moreover, it enhances the existing body of research on the genre of research articles. [ABSTRACT FROM AUTHOR]

This study investigates the use of interactive metadiscourse markers in first language (L1) and second language (L2) English editorials. It also identifies how L1 and L2 editorials differ in the use of these markers. To this end, the study utilizes Hyland's (2019) model of interactive metadiscourse to analyse – based on a descriptive approach – 80 editorials collected from two highly reputed newspapers: The Guardian and The Jordan Times, distributed evenly. The data were analysed both quantitatively, using SPSS tests to identify significant differences (if any) between the two sets of editorials, and qualitatively to enrich our understanding of the functions of interactive metadiscourse markers in editorials. The analysis revealed that there is no significant difference in the use of interactive metadiscourse markers between the two corpora. However, there is a slight variation in the use of individual interactive markers such as frame markers and evidentials. The findings are discussed in the light of theories of metadiscourse and previous literature. The study provides implications for L2 learning and teaching in terms of how interaction in written discourse is achieved in the L2. [ABSTRACT FROM AUTHOR]

Metadiscourse markers are linguistic devices which use to ensure coherence in a text while adopting a communicative attitude towards readers. The editorial of newspaper deals with ongoing social issues because of their critical role in the representation of a society. It is important to investigate editors' choice of linguistic devices and how they use of metadiscourse features in the presentation of ongoing issues in a thought evoking way. The present study deals with the analysis of the features of metadiscourse markers in editorials of Sunday newspapers of Pakistan. It is both quantitative and qualitative in nature. The editorials of Pakistan's leading English newspapers are Dawn and The Nation. are collected and Hyland and Tse (2004a) model of Interpersonal metadiscourse is used as the theoretical framework. Findings revealed the significant use of metadiscourse markers in both corpora in which the interactive markers are more consistent than interactional markers along with few variations regarding hedges, boosters, and engagement markers. Altogether, the results state that editorial writers tend to use persuasive elements as they direct their readers through text using metadiscourse markers ultimately making the editorials reader-friendly. It emphasizes the importance of the use of metadiscourse features in developing a reader-writer relationship. [ABSTRACT FROM AUTHOR]

This study aimed at exploring the gender differences in the usage of interactive metadiscourse markers in a sample of EFL academic essays written by male and female EFL majors joining the College of Languages and Translation, Al-Imam Mohammad bin Saud Islamic University. Further, it aimed at supporting the results with justifications in light of the cultural difference and discursive psychology approaches. To achieve this aim, thirty academic essays written by EFL male students and thirty essays written by EFL female students were analyzed based on the metadiscourse framework proposed by Hyland (2005). In order to achieve an acceptable degree of reliability, the essays were first analyzed electronically using a concordance software program. Then, all the interactive metadiscourse markers were examined qualitatively in context to determine their actual functions. The findings of the study indicated that there was a statistically significant difference between male and female students in using some interactive markers namely transitions, frame markers, and code glosses, in which the female students surpassed male students. The qualitative analysis, on the other hand, indicated that the student's psychological and cultural variations might be a source of gender differences regarding the employment of metadiscourse markers. The study also provided some implications for researchers, writing teachers, and textbook publishers in terms of enhancement of metadiscoursal proficiency in EFL writing classrooms. [ABSTRACT FROM AUTHOR]

A plethora of research on academic discourse analysis has supplied empirical findings that readers' impressions of texts can be managed through the utilization of metadiscoursal resources linked to the social intentions and practices of academic communities. However, the writers' efforts in meeting the readers' expectations through metadiscourse in the specific rhetorical moves of abstracts across disciplines have not been much researched. The study examines the rhetorical moves of research article abstracts (RAAs) and the distribution of metadiscourse markers (MDMs) across the identified moves using a corpus of 300 abstracts in four disciplines. The analysis shows that product, purpose, and method moves were given more prominence by most of the writers across disciplines. Transition markers were the most utilized interactive markers, while hedges and engagement markers were the most prominently used interactional markers. This study provides implications for research article abstract writers to manage readers' impressions of texts and comply with the expectations of the discourse community in their respective fields. [ABSTRACT FROM AUTHOR]