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Cause paragraphs are an essential part of argumentative and academic writing. As Ulucay and Hatipoglu (2017) suggested cause paragraphs which are a way of disclosing and describing how things are connected and why they happen have attracted the attention of a noticeable number of researchers. In consonance with this, the linguistic devices that are defined as cause markers; undoubtedly, are reported to be the fundamental constituents of good cause paragraphs. Therefore, misuse, lack, and insufficiency of cause markers bring about important problems in terms of cohesion in this kind of paragraphs. The current study aimed to identify, classify and analyse the use and frequency of these markers in the paragraphs written both in L1 and L2 by forty students studying at the preparatory school of a private university. The in-depth analysis of the collected data showed that the participants in this study used 5 categories of causal markers in their Turkish cause paragraphs (i.e. respectively; Nouns, Verbs, Postpositions, Connectives, and Suffixes) and again employed 5 different categories in their English cause paragraphs(i.e. respectively; Nouns, Verbs, Conjunctions, Prepositions and Complex prepositions). The study also revealed that the participants transferred their L2 knowledge into their L1 writing with respect to paragraph organization. Finally, the current study also suggested some practical implications for teachers, curriculum specialists and textbook writers.

cause paragraphs, teaching writing, discourse markers, causality devices

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    Dear Academicians,

    IJLA's issue 7/1 (March 2019) is published, under the guest editor of Associate Professor Dr. Fulya TOPÇUOĞLU ÜNAL from Kütahya Dumlupınar University and the co-guest editor is Dr. Muharrem Kürşad YANGIL is from Kütahya Dumlupınar University.



    Dear Academicians, you can upload your articles through Online Manuscript Submission link upon forming it according to the academic writing format in For Writers section.


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