This article offers an initial analysis of the rhetorical devices used by mathematics undergraduates as they begin to write research articles in their discipline. The authors (a mathematician and three experts in composition and rhetoric) identify several such devices, including transitions and metacommentary, style and tone, use of sources, and visual rhetoric. Further, the authors use these markers, along with their unique disciplinary experiences, to identify convergences and divergences between writing in the disciplines of mathematics and composition and rhetoric.