Summary: Metadiscourse Across Languages

. Metadiscourse across Languages According to Moreno (1997), writing is a cultural-specific object. This means that writing differs from one language to another. It can be said that language and writing and cultural manifestations. Consequently, Ansary and Babii (2009) see that each language has its own rhetorical conventions that make it distinct from other languages. The use of metadiscourse, accordingly, varies cross-linguistically. Writing represents the local culture and the ideological beliefs, and metadiscourse resources are affected by the culture and ideology (Hyland, 2005).

Moreover, the rhetorical patterns differ from one language to another. For example, persuasion differs from one language to another. In the Spanish

Also, discipline is the most important factor in determining the metadiscourse patterns in academic writing. For example, Elheky & Elbahlal (2012) reported that the language variable is the essential element within economics and linguistics and that research articles in economics and linguistics disciplines are not highly formalized text structure and present their results via argumentation in the text. On the other hand, the culture is highly represented than in medicine, where the IMRD (Introduction–Method–Results–Discussion) structure is universally executed and the research data are highly provided external to the text (Dahl,

Contractive Rhetoric Contrastive rhetoric is concerned with how a person’s mother tongue and culture affects his or her writing in the target language. The term was first invented by the American researcher Kaplan in (1996). Then the term was expanded to the American linguist Ulla Connor. Since its introduction, contrastive rhetoric has a significant impact on the teaching of writing in EFL and ESL contexts. Contrastive rhetoric sheds light on the linguistic differences and cultural variations in the writing of L2 learners. Kubota & Lehner (2004) argue that writing is the product of human mind and is therefore part and parcel from that mind and its related components of emotion, value, and subjectivity. Contrastive rhetoric finds its essentials in the processes of language use, language learning, and language structure. It gives information about conventions that the foreign language writers get to the classes and this helps the teachers to teach the students to realize the differences between the rhetoric they are learning and the rhetoric that they have