Quantifying Disciplinary Voices: An Automated Approach to Interactional Metadiscourse in Successful Student Writing

This article reports on a study that explored cross-disciplinary variation in the use of metadiscourse markers in advanced-level student writing, put forward as a realistic target for novice writers. Starting from the stance and engagement categories included in Hyland’s model, we first conducted a comprehensive quantitative analysis of interactional metadiscourse across disciplines. For this analysis, we used an automated processing tool that...