Abstract
Inevitability of using evidentials (EVs) and references in all academic writings signifies the importance of distinguishing and applying EVs for those who attempt to write in academic prose. With the aim of creating a unique model of EVs in academic texts, this study used well-established taxonomies of metadiscourse markers adapted by Hyland (2005) combined with Swales' (1990) classification of citations as well as Berkenkotter and Huckin's (1995) concept of intertexuality in academic writing. The proposed model yields at least two important advantages. First, it can develop a pattern of the uses of EVs in academic texts, thus deepening our understanding of the organization of such texts. Second, it has potential applications in pedagogy for those students who attempt to write in academic prose and for scholars, teachers, and material developers.
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