Abstract
The article outlines the options for a pedagogically motivated keyword analysis in order to discover differences between the academic writing of Czech and Austrian students of German philology (or related fields).First, the paper presents a brief overview of the presently available metrics employed in keyword analyses,outlining some modifications that can be applied to make the results more relevant and easily interpretable.In the practical part, I explore which lexical items are frequently used by the L1 writers but at the same timeare underused in the L2 subcorpus. The product of the study is a word list, which can be utilised by academicwriting instructors or students themselves to provide them with an idea of what needs to be taught/learnt.