This paper combines the use of corpus techniques with discourse analysis in order to investigate adverbials of result in the writing of advanced academic student writers. It focuses in detail on the phraseology and functions of "thus," "therefore," "then," "hence," "so" and "consequently." Two corpora of native-speaker theses are examined: 190,000 words in politics and 300,000 words in materials science. The application of corpus techniques shows that each adverbial has its own profile of use. Differences in frequencies and phraseology are explained with reference to genre, discipline, context and the function performed in the text. The study then takes a discourse approach, examining how the co-occurrence of an adverbial of result, "thus," and an adverbial of contrast, "however," is used to signal the Problem-Solution pattern. It is found that both adverbials can contribute to signalling Problem, Response and Evaluation moves, while thus is also used to summarise the Situation move. This suggests that there is not a direct one-to-one correspondence between the semantic group of the adverbial (Result or Contrast) and the discourse move it signals. The study shows that the integration of corpus and discourse approaches can facilitate richer insights into academic discourse and ends by discussing the pedagogical implications of the findings. (Contains 1 table and 2 figures.)