Assess graduate students' ability to analyze disciplinary differences in metadiscourse and authorial stance across peer‑reviewed journal articles in STEM and the humanities. Tasks include identifying and coding interactive vs interactional metadiscourse and stance markers (hedges, boosters, attitude, self‑mention), comparing frequencies and rhetorical functions, justifying coding decisions using corpus or close‑reading methods, and interpreting implications for disciplinary rhetoric and genre pedagogy. Includes short extracts for annotation and a brief comparative report.