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course  is a rhetorical  means  to help writers carry th eir  points to readers. But the theory of metadiscourse  emphasizes  the synchronic ity  of dif ferent  language functions, including ideographic function and interpersonal function.Third, metadiscourse only refers to the internal relationship. An internal relation just connect events while an external rela tion refers to those situations them selves. For example, connectives has internal relationship when they explain the procedure in the discourse and organize them into one argument. But connectives can also express external relationship to connect discourse activities of the world outside.  
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Chapter 3   Research Methodology .......... 24 
3.1 Research Questions ..... 24 
3.2 Research subjects ........ 24 
3.3 Research instruments ......... 25 
3.3.1 Pretest ......... 25 
3.3.2 Posttest ....... 26
3.4 Teaching procedure of the research ........ 26
3.5 Data Collection .... 29
Chapter 4   Results and Discussions ......... 31 
4.1 Results of the Study .... 31 
4.1.1 The Effect of Metadiscourse-oriented Teaching to the Subjects’ English Writing ......... 31
4.1.2 Comparison of Metadiscourse Markers of EG in Pretest and Posttest ............ 36 
4.2 Discussions of the Study .... 45 
4.2.1  Discussions on the Ef fect  of Metadiscourse Markers to S tudents’ English Writing .......... 45 
4.2.2 Discussions on the Different Use of Metadiscourse Markers in EG .... 46 
Chapter 5   Conclusion and Implications ....... 50 
5.1 Major Findings ..... 50
5.2 Implications for Teaching ......... 51 
5.3 Limitations of the Study ..... 51 
5.4 Suggestion for Further Research ...... 52 

Chapter 4  Resu lts and Discussions

4.1 Results of the Study 

The grades of both groups students are used into their regular grades, so the full score  of composition is ten fo r  convenience  statistics.  This  research com pares  the pretest scores of EG and CG, the posttest scores of EG and CG, the pretest and posttest in  EG an d  the p retest  and posttes t  in  CG to explain  the  effect  of metadiscourse-oriented teaching to students in EG on their English writing.And  in Table 4.2, according to Levene's Test for Equality of Variances, P value (sig.) is 0.999 (P > 0.05) (t he assumption of hom ogeneity of variance has not been violated),  so data of Equal variances a ssumed  should  be used. From  the table, t = 0.241, df = 78, P = 0.810 > 0.05, and Mean Difference = 0.06078, so the difference of pretest results between EG and CG are not  significant, which proves that students’ writing proficiency are similar before the experiment.Table 4.4 is the results of independent samples test of posttests in EG and CG. According to Levene's Test for Equality of Variances, P value (sig.) = 0.117 > 0.05, so data of Equal variances assumed should be used. According to table 4.4, t = 3.167, df = 78, P value = 0.002 < 005, and Mean Dif ference = 0.73371. Obviously, there exists significant difference between two sam ples. It can be concluded that students in EG h本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。