Abstract
The poster presents the results of a contrastive analysis of -ly adverbs in three corpora of academic writing, comparing essays written by English L2 and L1 novice academic writers (university students) and academic papers written by English L1 experts. The study reveals quantitative differences in the representation of individual types of adverbs in the texts written by the three groups of writers as well as qualitative differences, often related to phraseological complexity.