Classroom-based corpus research into learner writing using both computational and manual text analysis can provide a starting point for shaping students‘ understanding of academic argumentation including metadiscourse. Following Mauranen (1993), Ädel‘s (2003) model delineates metadiscourse from evaluation, refocusing attention on explicit reflexive language. This study examines the use of metadiscourse in high-scoring and low-scoring essays written by undergraduate L2 business students. The subcategories studied are connectives, frame markers, code glosses and self-mentions. The results show striking differences in the range and use of markers to structure text. The wider aim of this study is to identify accessible models and methods to enable teachers to analyse metadiscourse in academic literacy.