Metadiscourse and Discourse Structure in L2 Narrative Writing

The study aimed to explore the most used Metadiscourse Markers of the Grade 11 learners. Qualitative design was used in the analysis of the narrative writings of the respondents. Content analysis of the five Narrative Writings of each respondents with 5 different topics was done to analyze and interpret the most used metadiscourse markers. Based on the content analysis, the study revealed that in the use of markers such as self- mention, transitional markers, hedges and boosters helps achieve coherence and cohesion in writing narratives and that the self- mention, transitional markers, hedges and boosters are also essential markers in achieving discourse coherence and cohesion. The study concludes that metadiscourse markers serve as writers’ guide in writing narrative essay. These enhance the readability and persuasiveness of the narrative text and facilitate a more engaging reading experience of learners. The following recommendations were formulated based on the content analysis and conclusions of the study. Learners should have deeper and wider knowledge about metadiscourse markers to create a clear picture of what they will write in their narrative essay. English subject teachers and administrators should also conduct writing workshops where learners linguistic or language proficiency will be refreshed or improved especially on the use of metadiscourse markers. Teachers should also use various strategies in teaching markers wherein learners are engaged in writing activities that bring out their potential and hidden skills in writing. Further, future researchers may conduct another study on writing delving into other variables to improve writing skills of learners.