This book explores cross-cultural and grade-based differences that exist within argument structures and various aspects of language features as constructed by undergraduate students in their argumentative/persuasive essays. It attempts to address a major complaint that academic staff voiced about tertiary student essays, concerning their lack of analytical, critical voice and formality in their arguments. The linguistic evidence for exploring these issues is based mainly on interpersonal systems of interaction, which draws on work dealing with the metaphorical realization of commands, and...