The Role of Organization and Stance Markers in the Persuasive Writing of Middle School ELs and non-ELs: A Sequential Explanatory Mixed-Methods Study

Abstract

This study examines the relationship between discourse markers and writing quality in persuasive essays written by middle school students institutionally designated as English Learners (ELs) (n = 173) and non-English Learners (non-ELs) (n = 173). Utilizing a mixed-methods design, I analyzed the frequency and impact of organization and stance markers on essay scores, identifying key differences in usage patterns and their predictive value for writing quality. Quantitative findings revealed that non-ELs consistently outperformed ELs in total writing scores, with significant gaps in conventions and topic development. Non-ELs also demonstrated a greater use of discourse markers, particularly conclusion, goal, and frame markers, which were strong predictors of essay quality. In contrast, ELs employed hedges and engagement markers more frequently, reflecting cautious argumentation and a focus on reader interaction. Qualitative analysis further highlighted that while both groups adhered to academic writing conventions, non-ELs exhibited more nuanced and diverse marker usage, contributing to higher-quality writing. These findings underscore the importance of explicit instruction in discourse marker application for ELs, emphasizing strategic use of organization and stance markers to enhance argument clarity and coherence. Implications for writing instruction and academic language development are discussed, with recommendations for targeted pedagogical interventions to support EL writing proficiency.