Abstract:
In the composition of writing, writers reveal their thoughts through the use of authorial stance
markers, which not only express their stance, but also help them build an interactive
relationship with target readers. This thesis investigated the types of authorial stance markers
used by Greater Accra SHS students in their argumentative essays and the functions they are
used to explore in the language. Using a qualitative approach, data were textually analyzed
from 300 purposively sampled scripts of final year General Arts students. The analysis
indicates that there was significant use of all the four types of authorial stance markers,
expressed through hedges, boosters, Self-mention, and attitude markers. Again, hedges and
boosters appeal to their knowledge most. It was also discovered that the markers were used to
express certainty, doubt, imprecision, avoid conflicts, minimize face-threatening acts, and
mitigate imposition. Other functions are expressing humility, caution, and politeness. Based
on the results, it is argued that it is important to take note of what to and how to use authorial
stance markers as they help in taking position and making judgements about issues in writing.
The study, also suggests that the higher density of authorial stance markers in argumentative
essays is not absolutely an indication of a better ability in writing.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign
Languages Education and Communication, submitted to the
School of Graduate Studies, in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Teaching English as a Second Language – TESL)
in the University of Education, Winneba
