THE USE OF INTERACTIVE METADISCOURSE IN SERBIAN STUDENTS’ WRITING IN ENGLISH
Writing can be very demanding, especially if it is done in aforeign language. What can make writing even more difficult aredifferent writing traditions in L1 and L2 languages. Having that inmind, the aim of this paper is to establish to what degree isstudents’ usage of discourse markers successful in organizing theirideas in argumentative essays in the target language. In otherwords, this research sets out to determine how well Serbianstudents of the English language employ resources available tothem to anticipate the readers’ needs and guide the readersthrough their writing. The theoretical background for this researchis Hyland’s (2010) interpersonal model of metadiscourse, moreprecisely, interactive resources, whose purpose is to guide thereaders through the text. These include transitions, framemarkers, endophoric markers, evidentials, and code glosses. Thispaper hopes to provide new insights into Serbian students’ writingin English.