Running head NON-VERBAL COMMUNICATION 1NON-VERBAL COMUNICATI.docx

Running head: NON-VERBAL COMMUNICATION 1
NON-VERBAL COMUNICATION Alageel 5
Non-verbal communication in friendships and romantic
relationships
Name
Institue
Non-verbal communication in friendships and romantic
relationships
Nothing is more important in relationships like friendships
and romantic ones than non-verbal communication. In fact,
according to recent research, nonverbal communications
consistent with 55% of the entire communication (Yamaguchi,
Smith, & Ohtsubo, 2015). Additionally, nonverbal
communication is easily understandable among partners and
friends for making communication enjoyable (Docan-Morgana,
Manusov, & Harvey, 2013). A relationship that does not utilize
nonverbal communication suffer when people are sending
conflicting nonverbal messages, misinterpret nonverbal message

as well as express negative nonverbal cues. Therefore, there is
no secret that nonverbal communication is a potent means of
solving the problems by showing affections, maintaining a
satisfying relationship as well as express positive emotions to
the loved ones (Docan-Morgana, Manusov, & Harvey, 2013).
Nonverbal cues are the main mode through which people
reflects on the current nature of the relationship and beyond.
Hence, by sending relational messages is simply showing
without saying any words in subtle ways (Docan-Morgana,
Manusov, & Harvey, 2013). For instance, when friends embrace
and hug one another when greeting each other, simply showing
missing one another. Additionally, a hearty handshake also
being signified affection. The importance of nonverbal
communication cannot be dismissed since the help is to show a
bond amongst couples in a relationship or friendship.
Nonverbal communication is a reflection of existing
relationships (Yamaguchi, Smith, & Ohtsubo, 2015).
Furthermore, the presentation of intimate cues helps to sustain
the bond built between friends and partners in a romantic
relationship. Therefore, nonverbal communication would help to
send relational messages that show the standing of the
relationship (Manusov, Docan-Morgan, & Harvey, 2012). The
Nonverbal signals also function as the connection between new
friends who holds each other in high favors.
Background and Need
Communication is a vital factor in any relationship for offering
a connection and reflection of the importance of the relationship
(Docan-Morgana, Manusov, & Harvey, 2013). Since nonverbal
communication makes up a huge part of communication,
nonverbal cues are necessary in terms of friendship or romantic
relationship. For example, when people meet for the first time, a
person may express their likes and dislikes through their tone of
voice, body movements, and other cues (Ray & Floyd, 2006).
Nonverbal cues such as hugs and kisses communicate to the
friends or partners for love to each other (Manusov, Docan-
Morgan, & Harvey, 2012). However, at the beginning of the

relationship, nonverbal cues might not seem as important as
when the relationship is stable and keeping constant.
Furthermore, nonverbal communication is used to strengthen the
relationship in the beginning and ensure the match together.
Nonverbal communication creates the need for change in a
relationship. For instance, using negative cues like frowning
shows the disapproval of an individual to a certain behavior of
friends or partners (Docan-Morgana, Manusov, & Harvey,
2013). The negative cues are undesirable support and would
make the other partner or friend make a transformational
change. The changes are significant as ensuring the relationship
has a smooth transition, especially in the early stages. However,
failure to use nonverbal cues and communication may suggest
that the relationship is a failure as there is no right
communication (Docan-Morgana, Manusov, & Harvey, 2013).
Later, leads to a problematic relationship and friendship in
which has a lot of conflicted arguments.
Endlessly, nonverbal communication is showing
importance in the sense of the nonverbal cues and helps to build
a relationship and repair the behavior of friends and couples. In
addition, nonverbal signs are very important in helping people
to connect and link the intimate actions without saying words.
Then, nonverbal cues should be used to show positive emotion
and express affection to each other. Hence, a dynamic factor in
a successful and satisfying relationship or friendship is the
nonverbal signals.

References
Docan-Morgana, T., Manusov, V., & Harvey, J. (2013). When a
small thing means so much: nonverbal cues as turning points in
relationships. An International Journal of Personal
Relationships, 7(1), 45-67: Retrieved from
http://interpersona.psychopen.eu/article/view/119/html#d2e198.
Manusov, V., Docan-Morgan, T., & Harvey, J. (2012).
Nonverbal firsts: when nonverbal cues are the impetus of
relational and personal change in romantic relationships. In A.
Kostic & D. Chadee (Eds.) The Social Psychology of Nonverbal
Communication, 153-172. UK: Palgrave Macmillan
Ray, G. B., & Floyd, K. (2006). Nonverbal expressions of liking
and disliking in initial interaction: Encoding and decoding
perspectives. Southern Communication Journal, 71(1), 45-65.
Yamaguchi, M., Smith, A., & Ohtsubo, Y. (2015). Commitment
signals in friendship and romantic relationships. Evolution and
Human Behavior, 36(6), 467–474.
This homework is needed by Wednesday morning by 9 a.m in
Arizona time, better if before. Make sure to read the
guidelines/instructions word document carefully for the
literature review part 2 assignment that is uploaded as a word
document. There is an example that is attached as well, so better
following it. I attached the list for the communication journals
that are used to get the sources from them. Since the previous
literature review part 1 has three sources already, 7 more must
be added to the part 2 of the paper. It is a 3rd person use, so the
words “I, you, they, them, …etc.” must not be in the paper at
all.
Sources needed: 7 sources from the list, or any communication
journal, no book or magazine source.
APA format 6th edition
1 normal margins and 12 Times New Romans Format.

Hints for Writing a Hypothesis
Pyrczak & Bruce (1998)
1. A simple research hypothesis should name two variables and
indicate the type of relationship expected between them.
Hypothesis of association:
H: There is a positive association between use of relational
maintenance strategies
and relational satisfaction.
Hypothesis of difference:
H: Men and women differ in the types of relational maintenance
strategies
they use.
2. When a relationship is expected only in a particular
population (ex: Romantic Relationships), reference to the
population should be made in the hypothesis.
3. A simple hypothesis should be as specific as possible, yet
expressed in a single sentence.
4. If a comparison is to be made, the elements to be compared
should be stated.
5. Because most hypotheses deal with the behavior of groups,
plural forms should usually be used (e.g., use men and women,
not man and woman).
6. A hypothesis should be free of terms and phrases that do not

add to its meaning.
7. A hypothesis should indicate what will actually be studied—
not the possible implications of the study or value judgments of
the author.
8. A hypothesis usually should name variables in the order in
which they occur or will be measured.
9. Avoid using the words “significant” or “significance” in a
hypothesis.
10. Avoid using the word “prove” in a hypothesis.
11. Avoid using different terms to refer to the same variable in
a hypothesis.
12. Avoid making precise statistical predictions in a hypothesis.
Rationale
-Why is your topic important?
-How does a better understanding of your topic help (1)
scholars, (2) practitioners (e.g., therapists, organizational
consultants, policymakers, etc.), and/or (3) the general public?
Use standard criteria for arguing why a particular project should
be undertaken. Here are a few (and you probably can think of
others):
1. Social significance: The examination of the topic can provide
answers to help society, culture, neighborhoods in some way.
And/or researching communication can help people’s mental
and physical health, save lives, and so forth.

a. My topic (e.g., family violence) has a humanitarian feature
(e.g., saves lives, etc.).
b. My topic (e.g., work-life balance) has an applied feature
(e.g., it can help people improve their work lives, their personal
relationships, their self-esteem, etc.)
e.g. My topic can aid practitioners (e.g., therapists,
policymakers, etc.) when making decisions for interventions
and/or new policies.
c. My topic affects a great number of folks. (Be sure to provide
some evidence, such as statistics, for the prevalence of the
issue).
2. Theoretic advancement: Indicate how examination of this
topic can further a particular theory (e.g., Expectancy Violation,
Uncertainty Reduction) or a metatheory (e.g., approaches that
could be developmental, attributional, or systems-oriented).
Please do not attempt to create your own theory for the sake of
the rationale!
3. Field advancement: State how the examination of this topic
can advance the study of communication (i.e., use of verbal
and/or nonverbal symbols between/among people in a
community that understands such symbols).
a. My topic (e.g., anger and sadness experiences in marriage)
has theoretical grounding (e.g., equity theory), and thereby
advances scholars’/practitioners’ understanding of why people
have certain life experiences.
4. Personal gain: Here you could indicate how the study of this
topic can help individuals. You will need to explain why such
personal gains are important.
a. A greater understanding of my topic (e.g., organizational

norms) can help right an injustice (e.g., women being devalued
in the workplace and/or being paid less than men).
5. Avoid communication dysfunctions: One reason to study this
topic is to help people use symbolic behavior over including
physical, psychological, and symbolic types. Or you might
argue that researching a particular topic can help social
institutions (e.g., families, organizations, governments) become
more functional.
6. A lack of research on the topic: It is possible that you note a
lack of research in a particular area of communication. PLEASE
NOTE: YOU MUST LINK THE LACK OF RESEARCH
ARGUMENT TO ONE OF THE ARGUMENTS ABOVE. After
all, simply because no one has looked at a particular topic does
not make it important—indeed, reason could suggest that such
an undertaking is not wise (e.g., human-pet conflicts).
PAGE
1
Acceptable Peer-Reviewed Journals that Might Help with
Literature Review
Atlantic Journal of Communication
Communication and Aging
Communication Education
Communication Monographs
Communication Quarterly
Communication Reports

Communication Research
Communication Research Reports
Communication Studies
Communication Theory
Critical Studies in Mass Communication
Cultural Studies
Discourse and Society
Discourse Processes
Discourse Studies
Electronic Journal of Communication
Health Communication
Human Communication Research
Information Communication and Society
International Journal of Conflict Management
International Journal of Cultural Studies
International Journal of Intercultural Relations
Journal of Applied Communication Research
Journal of Asian Pacific Communication
Journal of Broadcasting and Electronic Media

Journal of Business Communication
Journal of Communication
Journal of Communication and Religion
Journal of Communication Inquiry
Journal of Computer Mediated Communication
Journal of Development Communication
Journal of Family Communication
Journal of Gender Studies
Journal of Health Communication
Journal of Intercultural Communication Research
Journal of International Communication
Journal of Language and Social Psychology
Journal of Mass Media Ethics
Journal of New Media: Technology, Society, Culture
Journal of Nonverbal Behavior
Journal of Popular Culture
Journal of Social and Personal Relationships
Journal of Speech Education

Journalism and Mass Communication Quarterly
Journalism Monographs
Journalism Quarterly
Journalism: Theory, Practice and Criticism
Language and Communication
Language and Intercultural Communication
Management Communication Quarterly
Mass Communication and Society
Mass Communication Review
Media and Methods
Media Studies journal
Media, Culture and Society
New Media and Society
Ohio Journal of Communication
Personal Relationships
Philosophy and Rhetoric
Political Communication
Political Communication and Persuasion

Qualitative Research Reports in Communication
Quarterly Journal of Public speaking
Quarterly Journal of Speech
Quarterly Journal of Speech Education
Religious Communication Today
Research in Language and Social Interaction
Rhetoric and Public Affairs
Rhetoric Review
Rhetoric Society Quarterly
Russian Journal of Communication
Sex Roles
Small Group Behavior
Small Group Research
Social Semiotics
Southern Communication Journal
Southern Speech Communication Journal
Southern Speech Journal
Speech Monographs
Symbolic Interaction

Technology and Culture
Text and Performance Quarterly
Western Journal of Communication
Western Journal of Speech Communication
Woman's Studies in Communication
Women and Language
Women's Studies and Communication
SOCIAL NETWORKING EFFECTS
2
Running head: SOCIAL NETWORKING EFFECTS
The Impact of Social Networking Media on Adolescents
Student Name
Institute name
The Impact of Social Networking Media on Adolescents
In recent years, a rapid increase in technology has changed the
way people communicate and socialize. Social networking
websites such as Facebook, MySpace, and Twitter among others
have introduced a new form of communication to the masses,
specifically, computer mediated communication. According to
Livingstone (2008), social networking websites are popular to
people of many different ages. However, primary users of such
sites tend to be young people, adolescents in particular. Young
people find that social networking websites offer ways of
socializing that were not available to previous generations
(Livingstone, 2008). As such, the way adolescents are
becoming socialized is changing.

Some research suggests that there are unforeseen consequences
associated with self disclosure via computer-mediated
communication (McKenna & Bargh, 1999). A study by
Valkenburg, Schouten, and Peter (2005) suggests that social
networking websites have created virtual social communities in
which individuals can socialize and experiment with identity
creation and manipulation in ways that are entirely new and
different in comparison to forms of socialization encountered
prior to the expansion of social networking media. What
remains unanswered, however, is what effect these new forms of
socialization have on adolescents’ ability to socialize in face-to-
face interactions. This paper explores this question through an
examination of various interpersonal communication theories,
including self-disclosure and social penetration, and how these
theories might help explain the socialization process. From
there, this paper examines how these socialization processes
might differ in a computer mediated setting and what effect
these difference might have on adolescents’ abilities to
socialize in offline, face-to-face interactions. Before turning to
these theoretical discussions, it is important to first demonstrate
the extent to which social networking has permeated society.
Background and Need
Social networking website use rates have rapidly increased in
recent years. Facebook, arguably the most popular social
networking website, was created in 2004 and by 2007 had over
21 million members (Ellison, Steinfield, & Lampe, 2007). Soon
after the website’s introduction, Facebook, originally created as
a means for college students to connect with other college
students, launched a second version of the site geared towards
high school age users. Two thirds of Facebook users access the
website daily, which results in 1.6 billion site visits per day
(Ellison et al., 2007). With the digital divide becoming less and
less apparent, internet use rates globally, even within
technologically undeveloped countries, are climbing rapidly
(Orchard & Fullwood, 2010). According to Orchard and

Fullwood (2010), the amount of time internet users spend
online, as well as the number of online services, forms of
entertainment, and social networking forums has increased
dramatically in recent years. Internet use for the purpose of
socializing, according to Kraut, Patterson, Lundmark, Kiesler,
Mukopadhyay, and Scherlis (1998), may take away from time
internet users would spend socializing face-to-face or via more
traditional means. With such a dramatic increase in the use of
social networking media and obvious changes in the way people
are socializing, further research about the impact of social
networking media use on face-to-face interactions is certainly
warranted.
Literature Review
In the following review, longstanding empirically supported
communication theories and how they relate to both computer-
mediated communication and traditional means of
communication among adolescents are examined. Many modern
communication theories were developed prior to the rise in
popularity of social networking websites. As such, traditional
communication theories will be looked at through a modern day
lens. How adolescents become socialized both via online means
and traditional means will be compared and contrasted, and the
impact social networking website use has on traditional face-to-
face relationships will be examined. Lastly, a hypothesis will
be posited linking modern adolescents and their ability to
socialize effectively face-to-face.
Self-Disclosure Theory
An important part of understanding the socialization process
involves understanding how people get to know one another. A
primary way this happens is through self-disclosure. Altman
and Taylor (1975) describe self-disclosure as personal
information communicated from one person to another.
According to Altman and Taylor (1975), traditional thinking

suggests that self-disclosure takes place at a somewhat gradual
pace and that early interactions between strangers are somewhat
superficial. It would seem that with the onset of computer-
mediated communication, this trend of gradual self-disclosure is
shifting and self-disclosure is taking place at a more rapid pace
earlier in relationships. According to McKenna and Bargh
(1999), computer-mediated communication forums offer
adolescents a degree of anonymity that they would not
otherwise have in face-to-face situations. McKenna and Bargh
(1999) go on to state that this perceived anonymity, particularly
amongst adolescents in marginalized groups, tends to accelerate
the rate at which individuals self-disclose. In 1973, when self-
disclosure theory was originally posited and found to have
merit, the internet and social networking media were not
available to adolescents. As such, self-disclosure today is
significantly different than it was when it could take place only
via more traditional means such as face-to-face interaction,
phone conversations, and letter writing.
Furthermore, the information that is being disclosed via
computer-mediated communication media is not always
accurate. The anonymous veil the internet provides allows
users to create identities and disclose information about
themselves that may or may not be accurate. Valkenburg et al.
(2005) found that young adolescents communicating online
portrayed themselves as being older than they actually were,
and that adolescents of varying ages portrayed themselves and
disclosed information to others about themselves that would
indicate that they were physically attractive in almost all cases.
How do internet users know what they are being told is true and
factual? Donath (2001) suggests that in the computer-mediated
realm, it is exponentially more difficult to decipher fact from
fiction due to a lack of traditional communication cues such as
facial expression, nervous twitches, voice inflections, and other
visual cues that cannot be viewed when communicating via the
internet. Donath (2001) goes on to say that even the very

identity of others on the internet is in question, whereas identity
cannot be hidden or altered when communicating face-to-face.
Similarly, Cheung (2004) suggests that social networking
website homepages provide adolescents with emancipatory
benefits such as the ability to fabricate an identity. What
potential implications does this data suggest when it comes time
for a relationship to advance from an online relationship to a
face-to-face relationship? In a broader sense, what potential
societal ramifications could be brought about by the apparent
trend that adolescents who use social networking media feel that
it is acceptable to lie about their identity in an effort to win
favor with others? According to Bandura (1989), the
environment has a direct influence on the people within it. As
such, it could be suggested that adolescents who engage in
usage of social networking site are exposing themselves to an
environment full of misrepresentation, exaggeration, and lying,
and therefore are more likely to engage in these activities. The
consequences of these actions are elaborated upon further in the
next section.
Exposure to Social Networking Websites
As discussed previously, Altman and Taylor (1975) suggest that
social penetration takes place at a gradual pace and that
information disclosed between people early in relationships is
very superficial. More personal, non-superficial information is
disclosed only after a level of trust, liking, and informational
reciprocity is established between people (Altman & Taylor,
1975). It is this gradual pace that creates strong bonds and ties
between individuals. The internet, it would seem, is increasing
the rapidity with which people self-disclose and social
penetration is taking place at a more rapid pace in online
relationships. Perceived intimacy amongst adolescents who are
actively using social networking websites is being arrived at
more rapidly according to Ellison et al. (2007). Ellison et al.
(2007) also state that social capital, or the accumulation of
friends and acquaintances, is more easily acquired by
adolescents who utilize social networking websites. Where this

concept sounds positive on the surface, do these relational
acquaintances and this perceived intimacy truly translate into
meaningful relationships? According to Kraut et al. (1998),
increased internet use amongst adolescents leads to social
withdrawal and avoidance. Kraut et al. (1998) also state that
relationships formed or maintained online are often weaker
relationships in comparison to those maintained physically or
via face-to-face means. Adolescents and/or college-age
individuals who attempt to maintain strong relationships via
social networking sites are replacing strong relationships with
weaker ones (Kraut et al., 1998). Similarly, Thurlow, Lengel,
and Tomic (2004) state that computer-mediated communication
is inherently anti-social and that cyberspace actually pulls
people away from traditional relationships.
The meaning behind the act of self-disclosure is somewhat
minimized when self-disclosing online. Studies show that
adolescents who would otherwise avoid situations that call for
self-disclosure feel more comfortable disclosing information via
social networking websites like Facebook because of the degree
of separation afforded by such websites (Ellison et al., 2007).
Traditional thinking about social penetration and self-disclosure
suggests that it is not simply the information being disclosed
but the act of disclosing itself that helps to build intimacy
between people (Altman & Taylor, 1975). When the importance
of the act is removed due to the medium through which people
are communicating, the act does not have as much impact and
weaker bonds between people are formed (Kraut et al., 1998).
In summary, social networking media offer an easier means for
adolescents to become acquainted (Ellison et al., 2007).
However, the challenges associated with becoming socialized,
such as face-to-face self-disclosure and the gradual process of
social penetration, have relevance in relation to the creation of
strong relationships (Altman & Taylor, 1975). There is very
little commitment involved in online relationships in
comparison to physical or face-to-face relationships. Studies
suggest that the strength and nature of relationships are

positively influenced when there is a high degree of relational
commitment (Altman & Taylor, 1975). Conversely,
relationships with low commitment do not achieve the same
levels of intimacy in comparison to relationships with high
levels of commitment. This data suggests that the lack of
commitment associated with adolescent relationships formed or
maintained via social networking websites leads to weaker
relationships. It also suggests an inability of some adolescents
to maintain positive face-to-face relationships when said
adolescents are overexposed to social networking media. As
such, the following hypothesis is posited:
H1: As social networking website use increases in adolescents,
their ability to socialize
successfully in face-to-face situations decreases.
References
Altman, I. & Taylor, D. A. (1975). Self-disclosure as a function
of reward-cost outcomes. Sociometry, 38(1), 18-31.
Bandura, A. (1989). Human agency in social cognitive theory.
American Psychologist, 44(9), 1175-1184.
Cheung, C. (2004). Identity construction and self-presentation
on personal homepages: Emancipatory potentials and reality
constraints. In D. Guantlett& R. Horsley (Eds.), Web studies
(pp. 53-68). New York: Oxford.
Donath, J. S. (2001). Being real. In K. Goldberg (Ed.), The
robot in the garden: Telerobotics and telepistemology in the age
of the internet (pp. 297-311). Cambridge: MIT Press.
Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits
of facebook “friends:” Social capital and college students’ use
of online social network sites. Journal of Computer-Mediated
Communication, 12, 1143-1168.
Kraut, R., Patterson, M., Lundmark, V., Kiesler, S.,
Mukopadhyay, T., & Scherlis, W. (1998). Internet paradox: A
social technology that reduces social involvement and

psychological well-being? American Psychologist, 53(9), 1017-
1031.
Livingstone, S. (2008). Taking risky opportunities in youthful
content creation: Teenagers’ use of social networking sites for
intimacy, privacy and self-expression. New Media Society,
10(3), 393-411.
McKenna, K. Y. A., & Bargh, J. A. (1999). Causes and
consequences of social interaction on the internet: A conceptual
framework. Media Psychology, 1(3), 249-269.
Moon, Y. (2000). Intimate exchanges: Using computers to elicit
self-disclosure from consumers. Journal of Consumer Research,
26, 323-339.
Orchard, L. J., & Fullwood, C. (2010). Current perspectives on
personality and internet use. Social Science Computer Review,
28(2), 155-169.
Thurlow, C., Lengel, L. & Tomic, A. (2004). Computer-
mediated communication: Social interaction and the internet.
Los Angeles, CA: Sage Publications.
Valkenburg, P. M., Schouten, A. P., & Peter. J. (2005).
Adolescents' identity experiments on the internet. New Media
and Society, 7, 383-402.
Literature Review Assignment Part 2 Guidelines
Overview
The Literature Review Part 2 is the second half of your original
communication literature review project and builds upon your
Topic Proposal and Literature Review Part 1 assignments. This
assignment includes revisions from your Literature Review Part
1 assignment and a review of literature.
In addition to the cover page and two pages of text from the

Literature Review Part 1 assignment, the Literature Review Part
2 assignment should be approximately 4-5 pages of new text
covering the review of literature. These 4-5 pages should
contain a minimum of seven scholarly sources. Every reference
you cite in the paper (and only those references cited in the
paper) should be included on a reference page. This means that,
between the three scholarly sources from Part 1 and the seven
from Part 2, this completed assignment should contain a
minimum total of ten scholarly sources. You will be docked 5
points for each scholarly source under ten in your paper. As a
reminder, any online sources used must be credible sources such
as government sites or sites backed by scholarly research and
you must write in third person.
This assignment must be handed in: (1) in hard copy in class;
and(2) submitted through the Safe Assign feature on Blackboard
by class on the due date. You must do both, or the assignment
will be considered late until both are completed.
Literature Review Part 1 Revisions: This part of the paper
should be a revised version of the Literature Review Part 1
assignment. I expect you to make a good faith effort at making
all of the revisions noted in my feedback. The points you are
awarded for this section will be a percentage of the revisions
you completed (i.e., if you did 80% of the revisions, you will
receive 80% of the points allotted for this section).
Review of Literature: This section reviews the existing
research on your topic and describes what is currently known. It
should focus on how past research and existing theories inform
your topic. The review of literature provides the rationale for
the research questions and/or hypotheses you propose. Put
another way, you should think of the review of literature as one
coherent argument in funnel format leading up to the RQ/H.
This section of the paper should begin with the centered
heading of “Review of Literature” followed by an introductory

paragraph that previews the structure of the review. The
preview should match the order of the headings contained
within the review of literature.
After the introductory paragraph, you should have your first
main subheading. Under this subheading, you should review the
literature relevant to this organizing concept. At the end of this
section, you should have a transition sentence leading to the
second main subheading. After the second main subheading, you
should review the literature relevant to this second organizing
concept. You may have additional subheadings as needed. Make
sure the conceptualization of your variables is clearly stated
within the relevant subheading.
Research Question and/or Hypotheses: The final part of your
literature review is the formal proposal of your research
question or hypothesis. You may have more than one depending
on your topic; however, only one RQ or H is required. Your
RQ/H should flow out of your literature review. Often it will be
introduced with a phrase such as, “Therefore, the following
research question is posed,” or “As such, the following
hypothesis is advanced,” and should be preceded by a short
paragraph summarizing the argument presented in the review of
literature.
Additional Notes and Tips
· Your RQ/H can be different from what you handed in for the
Topic Proposal assignment; however, if it changes drastically, I
recommend that you get feedback from me on your new RQ/H.
· If you can’t find many studies linking the variables you are
interested in, review studies that are relevant to the general area
of research you are examining or review what is known about
them separately and make the link between them as you lead up
to your RQ/H.
· Focus more on quantitative research rather than qualitative,
critical or rhetorical research.

· Use some organizing scheme to review the studies—do not
make each study a separate paragraph, but rather weave together
the articles to help create your argument.
· Remember to provide transitions between each section.
· Indent your RQ/H as you would a new paragraph.
· Are you citing your sources properly? Do your in-text
citations match (exactly) what is on your Reference page (and
vice versa)? Do you include page numbers for every quote? Are
you avoiding large block quotes? Have you avoided using any
personal pronouns in your paper? If your answer to each of
these questions is not “yes” then you can expect to lose points.

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