Use of implicit intertextuality by undergraduate students

Abstract

The present paper explores the differences between high-graded essays (HGEs) and low-graded essays (LGEs) in the use of implicit intertextuality expressed in persuasive essays written by undergraduate students. Their choices of implicit intertextuality are analysed within ENGAGEMENT. It constitutes a subsystem of the appraisal system formulated within the interpersonal meaning of a Systemic Functional Linguistics Framework. ENGAGEMENT consists of Monogloss (one voice) and Heterogloss (multiple voices). The present paper is concerned with Monogloss, focusing on 'presupposition' which is an element of Monogloss. As a result of applying the Monogloss system to an academic discourse field, a great deal of extension of the Monogloss system was required.Text analyses reveal that significant differences are identified between HGEs and LGEs in the extent to which different types of Monogloss were deployed for the establishment of their authority while attempting to contextualzse their essays. Successful writers tend to use more presuppositions rather than other types of Monogloss such as 'fact' and 'assert' than unsuccessful writers in conjunction with other heteroglossic options along the schematic structure. The differences identified are interpreted in terms of Dialogic Literacy Perspectives. Pedagogical implications will be discussed in terms of their contributions to the support of academic literacy and integrity.