Annotation of Metadiscourse Markers in Collected Samples

This dataset contains the researcher's annotation of seventy pieces of argumentative essays collected from undergraduates in a renowned university located in southern China. The current study aims to investigate the relationship between the use of metadiscourse markers and the construction of pragmatic identity in the argumentative writing of Chinese undergraduate students through empirical research. Firstly, utalizing the interpersonal model of metadiscourse, this study identified 612 instances of metadiscourse. Among these, 254 were classified as interactive metadiscourse, and 358 as interactional metadiscourse, highlighting the interpersonal significance inherent in argumentative writing. Secondly, through an exploration of metadiscourse distribution and pragmatic identity construction in Chinese undergraduates’ argumentative essays, this study demonstrates a close correlation between the use of metadiscourse and pragmatic competence.