Abstract: A Corpus-based contrastive study was conducted on the features of frequency, language structure of sensory evidential in 90 MA theses by Chinese graduates and American graduates. The results show that (1) Chinese and American graduates master the functions of sensory evidential in the academic discourse but it seems that the Chinese overuse it, especially visual evidential while underuse the hearing evidential; (2) the Chinese MA theses embrace the typical features of Chinese high-context culture while the Americans' low-context culture; (3) language structures of sensory evidential in Chinese MA theses show fewer varieties than those in American ones. The findings may have some pedagogical implications for MA education and academic English writing as well as its teaching in China.