This study explores voice from an APPRAISAL theory perspective. It aims to investigate how published research writers deploy ATTITUDE and GRADUATION resources to review existing literature in the field. The study is based on a corpus of literature reviews (LRs) from 204 research articles (RAs) in computer networks and communications (CNC) and second language writing (SLW). Findings show that 1) writers demonstrate a strong preference to express their attitude through APPRECIATION rather than AFFECT and JUDGEMENT resources; 2) more FORCE than FOCUS resources are used to upgrade attitudinal meanings realized through ATTITUDE resources or to evoke APPRECIATION; and 3) one-way ANOVA and post hoc tests have detected significant differences in the use of AFFECT and JUDGEMENT resources and in two sub-categories of FORCE and FOCUS resources. The study contributes to new knowledge by relating ATTITUDE and GRADUATION resources to the construction of voice in the disciplines of CNC and SLW.

Abstract-With academic writing viewed as an important aspect of language instruction, there is an increasing interest on how writing education could be improved to better accommodate the needs of multilingual learners. To evaluate the empirical evidence from published research studies, we conducted a systematic synthesis of the published research that has examined innovations in English-as-a-foreign language writing instruction in China, in contexts including tertiary, secondary, and elementary schools. General claims emerged across our analyses of 56 empirical studies published in the SSCI journals in English from 2005-2015. Each claim is supported by empirical evidence: (1) corpus-based approaches are useful in analyzing students' writing; (2) students' affective and cognitive factors may influence the outcome of writing instruction; (3) training may help teachers improve confidence in teaching writing; (4) differences may appear between assessment-oriented teacher feedback and non-assessment-oriented teacher feedback; (5) assessment for learning influences student learning of writing; (6) instruction may help writers acquire skills and knowledge of writing for publication; (7) technology-enabled instruction can help students in their writing process; and (8) novel and authentic writing tasks can promote students' critical thinking ability.

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