Abstract
Academic study writers utilize a specific set of discursive resources backed up by both cultural and professional norms to be endorsed by the intended audience. The current study aimed to investigate if there were any significant differences between English and Persian academic research articles published in peer-reviewed journals in the field of nutrition in light of appraisal theory. To this end, a corpus of 40 English and 40 Persian academic research articles was analyzed in terms of three categories and subcategories of appraisal theory. The results revealed that the authors of both English and Persian research articles included more attitude resources followed by graduation and engagement resources. Furthermore, no significant difference was observed between these two sets of articles in terms of three major appraisal categories. The findings carry pedagogical implications for English for academic purposes courses to provide the academic discourse communities with the required discursive competencies.