Comparative Analysis of Metadiscourse Markers and Rhetorical Elements in English PhD Dissertations

Abstract

Writing that is logical and easy for readers to understand is essential for effective academic communication. One of the key features of effective writing is the use of metadiscourse markers. The purpose of the present study is to analyze the abstract sections of applied linguistics PhD dissertations from the perspective of metadiscourse markers, focusing on their use within each move. This study investigates how interactive and interactional metadiscourse markers are employed by native and nonnative PhD students and examines the rhetorical structure use of these markers in each move of abstracts. To this end, data were collected from 100 PhD theses abstracts in applied linguistics, with 50 authored by Iranian PhD candidates and 50 authored by English native speakers. The data were first analyzed for the use of rhetorical moves based on Hyland’s (2000) framework. Then, the moves were analyzed for the use of metadiscourse markers according to Hyland’s (2005) model of interactive and interactional metadiscourse markers. Findings indicate that international PhD students use interactive markers more frequently than their Local counterparts, with transitions and endophorics being particularly prevalent. Among interactional markers, hedges, followed by boosters and attitude markers, are used frequently. Move analysis revealed that both local and international students predominantly use metadiscourse markers in Move 5 (Conclusion) and Move 3 (Method). The implications of this study suggest that future researchers should use metadiscourse markers more purposefully in their academic writing and pay closer attention to the rhetorical structure of their texts.