Metadiscourse Patterns Across High- and Low-Scoring IELTS Essays

Metadiscourse markers are valuable elements in academic writing. These markers perform both structural and interpersonal roles: they can steer readers through a text while signaling the writer’s stance and attitude. Guided by Hyland’s (2005) framework, this study compares their use in two IELTS Task 2 sub-corpora including 200 Band-5 and 200 Band-9 essays. Markers were retrieved with AntConc 4.3.1 and analyzed quantitatively in SPSS 29. Results revealed that Band-9 scripts contained significantly more metadiscourse overall than Band-5 scripts (p<0.05). In both bands, transition markers were the most frequent whereas evidentials and endophoric markers were the least frequent markers. Writers at both levels also drew more heavily on interactive than on interactional resources. As regards subcategories, significant differences (p<0.05) were found between the two bands in using hedges and frame markers. These patterns indicate that a denser, well-balanced deployment of metadiscourse may enhance cohesion and clarity, helping writers achieve higher scores. The findings can inform IELTS preparation courses and academic-writing instruction more broadly.