Attribution in high-and low-graded persuasive essays by tertiary students

This paper explores cross-cultural and grade-based differences in the use of intertextual resources in persuasive essays written by tertiary students. Expressions of explicit intertextuality are analysed using the model of Attribution, an element of the engagement system formulated within the interpersonal metafunction of Systemic Functional Linguistics. The text analysis, supported by interview results, reveals that while there are some...