Rhetorical distinctions: Comparing metadiscourse in essays by ChatGPT and students
This study investigates the use of metadiscourse in argumentative essays generated by ChatGPT compared to those written by British university students. Using Hyland's (2005) framework, we analysed interactive and interactional metadiscourse to uncover rhetorical and linguistic distinctions. The...
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| Published in: | English for specific purposes (New York, N.Y.) Vol. 79; pp. 17 - 29 |
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01.07.2025
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| ISSN: | 0889-4906 |
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| Abstract | This study investigates the use of metadiscourse in argumentative essays generated by ChatGPT compared to those written by British university students. Using Hyland's (2005) framework, we analysed interactive and interactional metadiscourse to uncover rhetorical and linguistic distinctions. The findings reveal that ChatGPT essays, though structurally coherent and logically organised, exhibit a significantly lower frequency of interactional metadiscourse, such as hedges, boosters, and attitude markers, leading to a more impersonal and expository tone. Conversely, student essays demonstrate higher rhetorical engagement, employing nuanced stance markers and personalised expressions to foster reader interaction. ChatGPT prioritises clarity and structural coherence through transitions and endophoric markers, reflecting its algorithmic nature and training. The variability in student writing highlights the influence of individual style and instructional practices. These differences underscore the complementary roles of AI and human authorship in academic writing, with implications for pedagogy. This research advances our understanding of the rhetorical strategies employed by large language models and their potential in academic contexts.
•ChatGPT essays show fewer interactional metadiscourse, favouring structural clarity.•Student essays reveal greater rhetorical engagement and reader interaction.•ChatGPT prioritises transitions and coherence over nuanced audience engagement.•Student texts display diverse personal styles, reflecting instructional practices.•Findings underscore AI and human authors' complementary roles in writing. |
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| AbstractList | This study investigates the use of metadiscourse in argumentative essays generated by ChatGPT compared to those written by British university students. Using Hyland's (2005) framework, we analysed interactive and interactional metadiscourse to uncover rhetorical and linguistic distinctions. The findings reveal that ChatGPT essays, though structurally coherent and logically organised, exhibit a significantly lower frequency of interactional metadiscourse, such as hedges, boosters, and attitude markers, leading to a more impersonal and expository tone. Conversely, student essays demonstrate higher rhetorical engagement, employing nuanced stance markers and personalised expressions to foster reader interaction. ChatGPT prioritises clarity and structural coherence through transitions and endophoric markers, reflecting its algorithmic nature and training. The variability in student writing highlights the influence of individual style and instructional practices. These differences underscore the complementary roles of AI and human authorship in academic writing, with implications for pedagogy. This research advances our understanding of the rhetorical strategies employed by large language models and their potential in academic contexts.
•ChatGPT essays show fewer interactional metadiscourse, favouring structural clarity.•Student essays reveal greater rhetorical engagement and reader interaction.•ChatGPT prioritises transitions and coherence over nuanced audience engagement.•Student texts display diverse personal styles, reflecting instructional practices.•Findings underscore AI and human authors' complementary roles in writing. |
| Author | Jiang, Feng (Kevin) Hyland, Ken |
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| Cites_doi | 10.1016/j.asw.2024.100899 10.1093/applin/amm011 10.5334/pme.1072 10.1371/journal.pone.0305354 10.1016/j.acorp.2023.100083 10.1016/j.jeap.2016.09.003 10.1016/j.rmal.2023.100068 10.1016/j.jslw.2016.06.004 10.1016/j.jslw.2024.101130 10.1038/s41598-023-45644-9 10.1016/j.jeap.2018.05.003 10.1016/j.asw.2023.100752 10.1075/jhp.00039.hyl 10.1016/j.esp.2018.02.001 10.35360/njes.215 10.5617/osla.5844 10.1016/j.jeap.2015.07.002 10.1016/j.jeap.2022.101165 10.1177/0741088301018004005 10.1016/j.jeap.2018.02.001 10.1038/s41746-023-00819-6 |
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| Keywords | Interactional and interactive resources Argumentative writing ChatGPT Metadiscourse Writing pedagogy |
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| SubjectTerms | Argumentative writing ChatGPT Interactional and interactive resources Metadiscourse Writing pedagogy |
| Title | Rhetorical distinctions: Comparing metadiscourse in essays by ChatGPT and students |
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