摘要：AbstractThis study focused on how second/foreign language writers enact, construct, and invent themselves through writing. Hyland's model of metadiscourse (2004a) used as the analytical tool for analyzing texts. Based on a corpus of 30 research articles, the overall distribution of evidential markers, hedges, boosters, attitude markers, and self-mentions were calculated across four rhetorical sections (Abstract, Introduction, Methodology, Discussion and Conclusion) of the research articles. According to the results, identity is a critical aspect of writing and that it should be brought into the mainstream of second/foreign language writing pedagogy through consciousness raising or the specific teaching of certain features.
关键词：academic writing;identity;self;metadiscoursal resources;English for academic purposes
