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5.3 Some Teaching Principles on Metadiscourse ....... 46
5.4 Some Teaching Strategies on Metadiscourse ....... 48
5.5 The Significance of This Study .... 52
5.6 Limitation of This Study .......53
5.7 Suggestions for further researc .......53

Chapter 4 Data Analysis and Discussion

4.1 Data analysis
Based on the purpose of the present study, this chapter is devoted to the analysis ofnon-major English students’ occurrence of frequency of metadiscourse. In an attempt toidentify statistical data correctly, manual marks are done firstly with abbreviation of eachsubcategory of meatdiscourse. With the help of Wordsmith Concord tool statistics,frequency and distribution of each subcategory used by students are got easily. The data displayes in Table 4.1 total 10466 occurrences,114.4 per thousand words ofmetadiscourse markers in corpus (91490 words), which fall into interactive dimension andinteractional dimension of metadiscourse with 62.64 occurrences and 51.72occurrences per thousand word respectively, and 54.8 and 45.6 percent of totalmetadiscourse, respectively.

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Conclusion

As a teacher, the author is long exploring and testing some effective techniquesof how to teach writing. Through the research into metadiscourse use in students’composition, the author examines students’ composition from a whole newperspective---metadiscourse use which helps teachers seek students’ writing problemsand reason analysis. The above data analysis shows a larger number of metadiscoursare used that bring about overuse, misuse and improper use. Professor Cheng (1999)thinks it is crucial to be appropriate and effective in metadiscourse use, it is qualitynot quantity of metadiscourse use that affects whether a produced text is good or not.Inappropriateness of metadisocurse use gets in the way of interaction between a writerand readers. In addition, lack of variety of metadisocurse uses is another distinctproblem in students’ composition. Although the amount of students’ metadiscourseuse is substantial, the used types of metadiscourse devices are not abundant or fewer.Intaraprawat & Steffensen conclude from their article, the use of metadiscourse ingood and poor ESL essays that the good essays show a greater of variety ofmetadiscourse features with each category than poor essay. Some rhetoricians holdthat the goal of writing is to persuade others---readers and convince them to takeaction and accept our world’ view, agree with us and show their like to us . Most ofwriters’ intention is to make communicate with their imagined readers. It is proposedthat skilled writers have an awareness of the needs of their readers and control thestrategies for making the texts more considerate and accessible to the reader. Poorwriters, on the other hand, are not able to generate considerate texts.
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Reference (omitted)

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