Analysis of Discourse Markers in Paragraph Writings of Preparatory Elective Class Students in a State University

Abstract

Writing is one of the productive skills and it is very important. However, it is a very difficult skill to develop even in the native language. In other words, knowing the grammar rules and vocabulary do not create a perfect writing. Using discourse markers between the sentences to relate them with one another makes it more coherent. Therefore, in this study it was aimed to scrutinize the use of discourse markers (DMs) in the paragraphs of high-scored students and low-scored students. In the final exam paper, students were asked to write a story about one of three pictures they chose. They were expected to narrate a story with 100-120 words as they were intermediate level students (B1). After two instructors evaluated each of the students’ writing exams based on the non-academic criteria with the following sub-criteria: “accuracy of vocabulary, variety of vocabulary, accuracy of grammar, variety of grammar, paragraph structure, quality and relevance of ideas, linking words, punctuation and capitalization, and spelling mistakes”, the writings of students who sent their consents were analyzed both quantitatively and qualitatively in this current study. 10 papers for each category (low-scored students’ and high-scored students’ paragraphs) were examined. Results showed that high-scored students used more DMs than low scored-students. Furthermore, misuse of DMs and overused DMs, which result in redundancy in the texts, make the writings disorganized and incomprehensible. Finally, there was a positive relationship between advanced uses and writing scores. As an implication of the study, it should be noted that students should be equipped with the semantically and functionally correct use of DMs. Therefore, teachers should attempt to use different methods or ways to teach them in the classroom.