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Metadiscourse and Genre Learning: English Argumentative Writing by Chinese Undergraduates,Used
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METADISCOURSE AND GENRE LEARNING explores how using and learning to use metadiscoursenonpropositional linguistic features guiding readers through texts and facilitating writerreader communicationfacilitates Chinese EFL undergraduates' learning of the genre of English argumentative writing in the pedagogical context of composition classrooms in China. Drawing on insights from genre theories, the literature on genrebased pedagogies, research on English argumentative writing, and metadiscourse studies, the researcher closely examines both student and teacher perspectives on student metadiscourse selections, and their practices of learning and teaching metadiscourse in the lessons of English argumentative writing through a qualitative design and a multimethod approach involving text analysis, individual interviews, classroom observation, and focus group interviews.
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