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This article investigates  and -prefacing and its environments in student essays. Specifically, the focus is on those instances when a writer uses the Finnish  ja  ‘and’ as an opening element (“preface”) to the sentence. While  and -prefacing is most commonly a single-usage feature employed by a small minority of writers in the essay genre analyzed here, the detailed functional-rhetorical analysis reveals a rich picture of these usages and the respective discourse norm that emerges and evolves in practice. This paper identifies eight micro-level discourse functions for  and -prefacing in the essays: (i)  rhetorical, accumulative listing ; (ii)  emphasizing continuity of argument ; (iii)  dialogical aligning ; (iv)  unconventional intertextual linking ; (v)  evaluating a narrative turn ; (vi)  resolution ; (vii)  fantasy as coda ; and (viii)  plain cohesive linking . Significantly,  and -prefacing is not limited to the failed essays, nor to the low-graded essays more generally. The differences found in high- and low-graded (failed) essays may, however, suggest that some discourse functions and rhetorical patterns are associated with a higher institutional value than others. Methodologically, this study highlights the benefits of Rich Feature Analysis and dialogically oriented linguistic discourse analysis for exploring a relatively infrequent and yet distinctive rhetorical resource that has a complex form-function relationship in student essays.

The forbidden first word: Discourse functions and rhetorical patterns of and -prefacing in student essays