This study which explores successful and less-successful learners' comparative essays written by university students learning Turkish, which is based on two corpora of student writing: 20 successful essays and 20 less-successful essays in Turkish. Using Hyland's (2005) model of interactional metadiscourse, these papers were compared to examine the extent to which successful and less successful student-produced comparative essays differ in their employment of interactive and interactional modes.

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... Findings of the analysis suggest that successful essays contain significantly greater instances of particularly interactive devices than less successful essays.