Abstract

Metadiscourse involves the interaction between the reader and the writer of the text in the overall process of communication. Metadiscourse not only guides the reader to understand the primary message of the text through structure and content, but also it intimates the reader with the particular slants and perspectives in the primary discourse. The students have to master the use of Metadiscourse in their writings. The purpose of this study is to examine the distribution and frequency of Metadiscourse features used by Pakistani undergraduate students in their argumentative essays and to analyze roles played by these particular features. Moreover, the research explores the extent of appropriateness and inappropriateness in this particular text as well. Hyland’s Interpersonal model of Metadiscourse (2005) was adapted to conduct the present study. AntConc 3.4.4 software is used for corpus analysis of the text. Findings show that Pakistani undergraduate students are more comfortable with using Interactional Metadiscourse 61% rather than Interactive dimension 39%. It has been observed that undergraduate students used high score of self-mentions 37% and engagement markers 37%. Endophoric markers were not used by these students 0%. Findings have considerable importance, as they assist the learners to figure out the problems of the students regarding the use of Metadiscourse. Trainings should be given to the students to use these features appropriately.

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