Disciplinary interactions: metadiscourse in L2 postgraduate writing

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Understanding student engagement with peer feedback on master’s theses: a Macau study (2019, background): “Drawing upon this perspective, masters’ thesis writing could be addressed by the meta-discourse model (Hyland 2004), which highlighted not only the rhetorical aspect but also the interactional and interactive aspects of academic thesis writing.”
Metadiscourse in the introductions of PhD theses and research articles (2015, background): “Nevertheless, it is suggested that this result, at least, cannot be explained in skill-deficit terms, although greater use of transitions itself has been often regarded as an indicator of writers' better skills in English academic writing (e.g., Hyland, 2004).”
As can be seen: Lexical bundles and disciplinary variation (2008, background): “This reflects the more discursive and evaluative patterns of argument in the soft knowledge fields, where persuasion is more explicitly interpretative and less empiricist, producing discourses which often recast knowledge as sympathetic understanding, promoting tolerance in readers through an ethica”
The Routledge Handbook of English for Academic Purposes (2016, neutral): “Further reading Benesch (2001); Pennycook (1999, 2010)”