<![CDATA[Metadiscourse plays in important role in argumentative writing by enabling writers to organize propositions, negotiate commitment, express evaluation, and manage relationships with readers. While metadiscourse has been widely examined in academic and second-language writing, less attention has been paid to its use in instutionally provided model responses to language assessment tasks. This study investigates the distribution and rhetorical functions of metadiscourse in twelve official model answers to TOPIK II Question 54 provided by the National Institute for International Education (NIIED). Drawing on Hyland’s metadiscourse model, the interactive metadiscourse was strongly dominated by transition markers, indicating a preference for making logical relationships between propositions explicit. Interactional metadiscourse were concentrated in attitude markers and hedges, revealing a stance pattern characterized by normative commitment. Engagement was realized primarily through inclusive forms of uri (we/our) and occasional rhetorical questions, whereas no explicit self-mentioned were identified. These findings suggest that the model answers combine explicit logical organization, normative-evaluated and calibrated stance, and inclusive yet not-individualized interpersonal positioning.]]>
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