Outline
1. Introduction (200 words)
Start by introduction about academic writing and its features. Then introduce the importance of voice and stance in the writing of second language learners of English (mainly where English is learned as second language ESL or as a foreign language EFL a focus on the latter is preferred as it is related to my context) use one crucial reference in the intro (Hyland is the scholar who suggested the concept of stance as I’m required to use only peer-reviewed articles published in 2012 and onwards just for this reference you can use Hyland previous publications which were before 2012 as they cited in a recent reference 2012 and onwards e.g. Hyland 2005 as cited in NAME 2014) ONLY FOR THIS REFERENCE. All other references should be 2012 and onwards up to date.
2. Rhetorical Devices of Stance and Voice in L2 Literature (2.300)
Discuss how stance is researched in previous studies (2012-2020) in relation to how second and foreign language learners establish stance in academic writing and express voice. You should use 9 references here by first summarizing each study in terms of (topic, context, methodology and main results) compare and synthesize your examination as it is normally done in critical review of the literature. Discuss similarities and differences between the examined studies in relation to stance and voice. Then narrow your analysis to discuss each feature of stance making as indicated below (hedges, boosters, attitude markers and self-mention) you must provide studies the have examined these features. PLEASE use ONLY studies form the indicated journals in the provided journal lists. Do NOT use any published study of unreliable source that may be found in google scholar and research gate. Stick to peer-reviewed studies indicated in the journal list among these well-known are ELSEVIER, Written discourse, Springr, Blackwell, Sciencedirect. I provided only one reference in the attachment.
2.1 Hedges
2.2 Boosters
2.3 Attitude Markers
2.4 Self-mention
3. Conclusion (500 word)
Provide a brief summary in one to two sentences, Then conclude with reflection on how doing research review of previous studies is helpful here is an example: REFLECTION here is crucial for the conclusion
To conclude, this review of literature has raised a number of helpful points. It enabled me to narrow my interests to a specific topic. I have been encouraged to read the most recent articles and have gained insights into what has so far been investigated. Through this intensive reading, I was able to engage with the current research. nterestingly, This motivates me to create a matrix (Appendix) and keep a record of the articles that have been read to know what has been investigated so far.. I was able to identify some interesting questions and gaps in the knowledge on the subject to focus on.
You should make summary of each discussed study in your review as indicated in the table by summarizing each paper as indicated in each column (1000 WORDS) THE FIRST IS SHOWN AS AN EXAMPLE
Appendix A: Literature Review (empirical studies) 1000 WORDS
Reference (Author name
and Date, Article title,
Journal, page number Context of
research study Problem/
Research
questions Methodology/ Research
procedures Main Findings/
Results Relevance to my research
And research limitations Main
Themes/
Topics
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Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133-1148
Higher education institutions from KAU, the participants are enrolled in a (e-learning module) as a compulsory course for college of Education 1-Do flipped classroom impact students’ creative thinking in terms of novelty, flexibility, and fluency.
2- What are the students’ views about implementing the flipped classroom in terms of general perception, impact on creativity and the difficulties associated with this approach?
The researcher sets the hypothesis of the effectiveness of flipped classroom to improve students thinking skills.
Qualitative and Quantitative Approaches are used in this study
1-The researcher used quasi-experimental design( two groups one used lecture based design(n#28) and the other follow flipped approach(n#27)
2- Students have tests at the end of the course in both groups to examine the impact of FC on students’ creativity.
1-The students performances in flipped classroom were higher than the conventional classroom in terms of creativity(fluency, flexibility and novelty)
Although this is not an English course, the article highlighted some important points about flipped approach.
2- Highlighting some challenges faced by students in Saudi Contexts.
Creative thinking
Higher education
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