Assess graduate students' ability to analyze how stance-taking and epistemic modality are realized in academic peer review reports across disciplines: identify and annotate linguistic markers (hedges, boosters, evidentials, modal verbs, evaluative lexis), compare patterns across STEM, social sciences, and humanities reports, explain pragmatic functions and power dynamics, design a brief coding scheme for stance and modality, and discuss implications for reviewer training and peer review reliability. Scope: discourse-pragmatic analysis and cross-disciplinary comparison.