[
Biber, D. et al., 1999. Longman grammar of spoken and written English. Edinburgh: Pearson Education Ltd.
]Search in Google Scholar
[
Biber, D., 2006. University Language: A corpus-based study of spoken and written registers. Amsterdam/Philadelphia: John Benjamins Publishing Company.10.1075/scl.23
]Search in Google Scholar
[
Biber, D. and Gray, B., 2016. Grammatical complexity in academic English: Linguistic change in writing. Cambridge: Cambridge University Press.10.1017/CBO9780511920776
]Search in Google Scholar
[
Biber, D. and Conrad, S., 2019. Register, genre, and style. 2nd ed. Cambridge: Cambridge University Press.10.1017/9781108686136
]Search in Google Scholar
[
Dontcheva-Navrátilová, O., 2018. Intercultural and interdisciplinary variation in the use of epistemic lexical verbs in linguistics and economics research articles. Linguistica Pragensia, Prague: Charles University, vol. 28, no. 2, pp. 154-167.
]Search in Google Scholar
[
Granger, S. and Paquot, M., 2009. Lexical verbs in academic discourse: A corpus-driven study of learner use. In: M. Charles, D. Pecorari and S. Hunston, eds., Academic Writing. At the Interface of Corpus and Discourse, London-New York: Continuum, pp. 193-214.
]Search in Google Scholar
[
Halliday, M. A. K. and Matthiessen, C. M. I. M., 2004. An Introduction to Functional Grammar. 3rd ed. Great Britain: Hodder Arnold.
]Search in Google Scholar
[
Hunston, S., 1994. Evaluation and organization in a sample of written academic discourse. in M. Coulthard, M., ed. Advances in Written Text Analysis. London: Routledge, pp. 191-218.
]Search in Google Scholar
[
Hyland, K., 1998. Hedging in scientific research articles. Amsterdam: John Benjamins Publishing Company.10.1075/pbns.54
]Search in Google Scholar
[
Hyland, K., 2002. Activity and evaluation: Reporting practices in academic writing. In: J. Flowerdew, ed., Academic Discourse, London: Pearson Education Limited, pp. 115-130.
]Search in Google Scholar
[
Hyland, K. 2004. Disciplinary discourses: Social interactions in academic writing. Ann Arbor: University of Michigan Press.
]Search in Google Scholar
[
Hyland, K. and Tse, P., 2005. Hooking the reader: A Corpus study of evaluative that in abstracts. English for Academic Purposes, vol. 24, no. 2, pp. 123-139.10.1016/j.esp.2004.02.002
]Search in Google Scholar
[
Hyland, K. and Jiang, K.F., 2016. Change of attitude? A diachronic study of stance. Written Communication, vol. 33, no. 3, p. 251-274.10.1177/0741088316650399
]Search in Google Scholar
[
Hyland, K. and Jiang, K.F., 2019. Academic discourse and global publishing. Disciplinary persuasion in changing times. New York: Routledge.10.4324/9780429433962
]Search in Google Scholar
[
Chafe, W., 1986. Evidentiality in English conversation and academic writing. In W. Chafe, and J. Nichols eds., Evidentiality: The linguistic coding of epistemology. Norwood, NJ: Ablex, pp. 261-272.
]Search in Google Scholar
[
Malášková, M., 2009. Hedges in academic writing: Focus on research article introductions. In: I. Hůlková and R. Jančaříková. Exploring Cohesion and Coherence in English Discourse. Brno: Masarykova Univerzita, pp. 25-46.
]Search in Google Scholar
[
Marcinkowski, M., 2010. Modality in academic discourse: Meaning and use of epistemic verbs in research articles. In: R. Jančaříková, ed. Interpretation of meaning across discourses. Brno: Masarykova Univerzita, pp. 47-61.
]Search in Google Scholar
[
Palmer, F.R., 2001. Mood and modality. 2nd ed. Cambridge: CUP.10.1017/CBO9781139167178
]Search in Google Scholar
[
Swales, J., 1990. Genre analysis: English in academic and research settings. Cambridge: CUP.
]Search in Google Scholar
[
Warchal,K., 2015. Certainty and doubt in academic discourse: epistemic modality markers in English and Polish linguistic articles. Katowice: Wydawnictvo Uniwersytetu Slaskiego.
]Search in Google Scholar