Abstract

Writing an effective argumentative essay involves the appropriate and effective use of metadiscourse (MD) markers. Metadiscourse refers to linguistic resources that are used to organize a text and connect with readers. Metadiscourse markers comprise hedges, engagement markers, attitude markers, boosters, self-mentions, code glosses, endophoric markers, evidentials, transitions, and frame markers. This article focuses on the identification of frame markers in terms of types, frequency, and appropriate use in argumentative essays written by English as a Second Language (ESL) undergraduate students, as well as by native speakers of English at the same level. To analyze the use of frame markers in the essays, 207 argumentative essays were selected from the Louvain Corpus of Native English Student Essays (LOCNESS), and 197 essays from undergraduate students at the University of Ghana were compiled in a corpus. The data were analyzed both quantitatively and qualitatively using LancsBox, based on Hyland’s taxonomy of functions (sequencing, labeling stages, and announcing goals). Findings indicated that the ESL learners’ argumentative essays were characterized by an overuse of frame markers for sequencing and labeling stages. It was also observed that the two groups of students underused frame markers for announcing goals. The findings of this study may be helpful in the teaching and learning of academic writing.