Metadiscourse in Academic vs. Non-Academic Writing: A Comparative Corpus-driven Inquiry
Metadiscourse in Academic vs. Non-Academic Writing: A Comparative Corpus-driven Inquiry

Summary/Abstract: The main purpose of the current research was to analyse interactive and interactionalmetadiscourse features usage and distribution in academic and non-academic texts. To thisend, two different corpora of academic and non-academic texts were compiled by randomsampling procedure and the Sketch Engine software was used for extracting and analysingmetadiscourse features in both corpora. As far as the theoretical framework of the studywas concerned, the classification proposed by Hyland (2005), interactive and interactionaldichotomy, was used. As the data from both corpora reveal, the interactive metadiscoursefeatures were used more in comparison with interactional metadiscourse features. Inaddition, in academic writing, transitions were the most applicable interactivemetadiscourse features while in non-academic writing while hedges were the most usedones. The results show that while the academic writing corpus was interactive oriented innature, the non-academic corpus was more interactional supported in naturehe abstractshould synthetically outline all the pertinent results, in a short but intelligible form.

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