Abstract
The present study aims to investigate how they use specific academic language forms to signal organization and stance in the essays by Chinese EFL graduate students, especially non-English majors. Data in the study was collected from 159 non-English major graduate students in a university in central China, with 81 essays in the high-score group and 66 essays in the low-score group. The analysis indicates that stance markers displays a lower frequency than organizational markers and the students in the high-score group are more proficient in the use of frame markers and additive markers. Yet, a tendency to use boosters is identified both in the high-score group and low-score group.
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