This presentation is to assist students and graduates in conducting an academic literature review, with step by step help, including some tips for academic reading and writing.
This presentation is to assist students and graduates in conducting an academic literature review, with step by step help, including some tips for academic reading and writing.
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
What is a Paragraph
Parts of a Paragraph
Four Essential Elements of a Paragraph
Difference Between a Paragraph and an Essay
Paragraph Development
Types of Paragraph and its Elements
Ways in Developing a Paragraph
The literature review is a critical look at the existing research that is significant to the work that you are carrying out.
The Purpose includes:
• To provide background information of the subject
• To establish importance of the subject
• To demonstrate familiarity with the subject
• To “carve out a space” for further research
Learn more...
HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/ja.maica.393
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
What is a Paragraph
Parts of a Paragraph
Four Essential Elements of a Paragraph
Difference Between a Paragraph and an Essay
Paragraph Development
Types of Paragraph and its Elements
Ways in Developing a Paragraph
The literature review is a critical look at the existing research that is significant to the work that you are carrying out.
The Purpose includes:
• To provide background information of the subject
• To establish importance of the subject
• To demonstrate familiarity with the subject
• To “carve out a space” for further research
Learn more...
HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2HIGHWAY AND TRANSPORT ENGINERING EXAM AND ANSWER-2
Literature Review- Dr Ryan Thomas WilliamsRyan Williams
A review of the previous experiments and investigations done within our chosen topic area.
Shows how your chosen topic fits with the research that has gone before and puts this into context.
‘A researcher cannot perform significant research without first understanding the literature in the field’ (Boote and Beile, 2005: 3)
A Research critique is a systematic way of objectively reviewing a piece of research to highlight both its strengths and weaknesses, and its applicability to practice. Professionals often need to be able to identify best current practice, and the ability to evaluate and use published research is critical in achieving the EBP.
BUSI 610Literature Review Title Page and Outline Rubric(50 P.docxfelicidaddinwoodie
BUSI 610
Literature Review
Title Page and Outline Rubric
(50 Points)
Criteria
Levels of Achievement
Content
70%
Advanced
Proficient
Developing
Not present
Title Page and Outline: Content
32 to 35 points
The title page and outline are present. The title page contains the required components. The outline is well developed and includes headings and subheadings. The framework of the Literature review is apparent and well established. It includes all the required components as follows:
· Title page
· Abstract
· Introduction
· Findings
· Conclusions, recommendations, and suggestions for further study
· References
29 to 31 points
The title page and outline are present. Most of the components of the title page and outline are present. The outline contains headings and some subheadings. The framework of the Literature review can be seen but work is required.
1 to 28 points
The title page or outline are not complete. Many components are not present for the title page and/or the outline. The framework of the Literature Review is not apparent.
0 points
Not present
Structure 30%
Advanced
Proficient
Developing
Not present
Title Page and Outline: Grammar and Spelling, APA formatting
(30%)
14 to 15 points
Spelling and grammar are correct. The assignment includes an outline that was per the APA format (Alphanumeric, Full sentence, or decimal). The entries are properly formatted. A cover sheet (title page) is present that is formatted per APA.
13 points
Spelling and grammar has some errors. Some APA formatting issues are present. A cover sheet (title page) is present that is formatted per APA.
1 to 12 points
Spelling and grammar errors distract. The annotations are poorly formed. APA formatting is not used. There is not a cover sheet (title page) present or it is not formatted per APA
0 points
Not present
BUSI 610
Literature Review Instructions
What Is a Literature Review?
A literature review is a survey and a discussion of the literature in a given area of study. It is a concise overview of what has been studied, argued, and established about a topic; it is generally organized chronologically or thematically. A literature review is also written in essay format.
A literature review is not an annotated bibliography because it groups related works together and discusses trends and developments rather than focusing on one item at a time. It is also not a summary; rather, a literature review evaluates previous and current research in regards to how relevant and/or useful it is and how it relates to your own research. Therefore, a literature review is more than an annotated bibliography or a summary because you are organizing and presenting your sources in terms of their overall relationship to your problem statement.
A literature review is written to highlight specific arguments and ideas in a field of study. By highlighting these arguments, the writer attempts to show what has been studied in the field and also where there are weaknesses, ga.
Critical Thinking and Writing- Dr Ryan Thomas WilliamsRyan Williams
"Most formal definitions characterize critical thinking as the intentional application of rational, higher order thinking skills, such as analysis, synthesis, problem recognition and problem solving, inference, and evaluation"
Pubrica’s team of researchers and authors develop Scientific and medical research papers that can act as an indispensable tools to the practitioner/authors. Pubrica medical writers help you to write and edit the introduction by introducing the reader to the shortcomings or empty spaces in the identified research field. Our experts know the structure that follows the broad topic, the problem, and the background and advance to a narrow topic to state the hypothesis.
To Know More About them
https://pubrica.com/academy/original-research-article/what-is-the-difference-between-a-research-paper-and-a-review-paper/
“Critical appraisal is a systematic process used to identify the strengths and weakness of a research article in order to assess the usefulness and validity of research findings”
University of Guelph, Learning Commons Library (httpwww.lib.uog.docxdickonsondorris
University of Guelph, Learning Commons Library (http://www.lib.uoguelph.ca/get-assistance/writing/specific-types-papers/using-scientific-journal-article-write-critical-review)
Using a Scientific Journal Article to Write a Critical Review
Writing a critical review of a journal article can help to improve your research skills. By assessing the work of others, you develop skills as a critical reader and become familiar with the types of evaluation criteria that will be applied to research in your field and thus your own research.
You are expected to read the article carefully, analyse it, and evaluate the quality and originality of the research, as well as its relevance and presentation. Its strengths and weaknesses are assessed, followed by its overall value. Do not be confused by the term critique: it does not mean that you only look at the negative aspects of what the researcher has done. You should address both the positive and negative aspects.
If your lecturer has given you specific advice on how to write a critical review, follow that advice. If not, the following steps may help you. These steps are based on a detailed description of how to analyse and evaluate a research article provided by Wood (2003) in her lab guide.
This guide is divided into two parts. The first part, "Researching the Critique," outlines the steps involved in selecting and evaluating a research article. The second part, "Writing your Critique," discusses two possible ways to structure your critique paper.
A. Researching the Critique
The questions listed under many of the subheadings in this section may provide you with a good place to begin understanding what you are looking for and what form your critique might take.
1. Select a Topic
If your lecturer does not assign a topic or a particular article for you to review, and you must choose a topic yourself, try using a review article from your field. Review articles summarize and evaluate current studies (research articles) on a particular topic. Select a review article on a topic that interests you and that is written clearly so you can understand it.
2. Select a Research Article
Use the review article to select a research article. This can be very useful in writing your critique. The review article will provide background information for your analysis, as well as establishing that the research paper you are critiquing is significant: if the paper was not so highly regarded, it would not have been selected to be reviewed.
When choosing a research article, examine the Materials & Methods section closely and make sure you have a good grasp of the techniques and methods used. If you don't, you may have difficulty evaluating them.
3. Analyse the Text
Read the article(s) carefully. As you read the article(s) use the following questions to help you understand how and why the research was carried out.
· What is the author's central purpose? Look at INTRODUCTION.
· What methods were used to accomplish this purpose (systematic recor ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Overview on Edible Vaccine: Pros & Cons with Mechanism
Critical review
1. Writing a Critical
Review
The advice in this brochure is a general guide only. We strongly recommend that you also follow
your assignment instructions and seek clarification from your lecturer/tutor if needed.
Purpose of a Critical Review
The critical review is a writing task that asks you to summarise and evaluate a text. The critical review can be of a
book, a chapter, or a journal article. Writing the critical review usually requires you to read the selected text in detail
and to also read other related texts so that you can present a fair and reasonable evaluation of the selected text.
What is meant by critical?
At university, to be critical does not mean to criticise in a negative manner. Rather it requires you to question the
information and opinions in a text and present your evaluation or judgement of the text. To do this well, you should
attempt to understand the topic from different perspectives (i.e. read related texts) and in relation to the theories,
approaches and frameworks in your course.
What is meant by evaluation or judgement?
Here you decide the strengths and weaknesses of a text. This is usually
based on specific criteria. Evaluating requires an understanding of not just
the content of the text, but also an understanding of a text’s purpose, the
intended audience and why it is structured the way it is.
What is meant by analysis?
Analysing requires separating the content and concepts of a text into their
main components and then understanding how these interrelate, connect
and possibly influence each other.
Structure of a Critical Review
Critical reviews, both short (one page) and long (four pages), usually have a similar structure.
Check your assignment instructions for formatting and structural specifications. Headings are usually
optional for longer reviews and can be helpful for the reader.
Introduction
The length of an introduction is usually one paragraph for a journal article review and two or three paragraphs for a
longer book review. Include a few opening sentences that announce the author(s) and the title, and briefly explain the
topic of the text. Present the aim of the text and summarise the main finding or key argument. Conclude the introduction
with a brief statement of your evaluation of the text. This can be a positive or negative evaluation or, as is usually the
case, a mixed response.
Summary
Present a summary of the key points along with a limited number of examples. You can also briefly explain the
author’s purpose/intentions throughout the text and you may briefly describe how the text is organised. The summary
should only make up about a third of the critical review.
Critique
The critique should be a balanced discussion and evaluation of the strengths, weakness and notable features of the
text. Remember to base your discussion on specific criteria. Good reviews also include other sources to support your
2. evaluation (remember to reference).
You can choose how to sequence your critique. Here are some examples to get you started:
• Most important to least important conclusions you make about the text.
• If your critique is more positive than negative, then present the negative points first and the positive last.
• If your critique is more negative than positive, then present the positive points first and the negative last.
• If there are both strengths and weakness for each criterion you use, you need to decide overall what your judgement
is. For example, you may want to comment on a key idea in the text and have both positive and negative comments.
You could begin by stating what is good about the idea and then
concede and explain how it is limited in some way. While this example
shows a mixed evaluation, overall you are probably being more
negative than positive.
• In long reviews, you can address each criteria you choose in a
paragraph, including both negative and positive points. For very short
critical reviews (one page or less) where your comments will be briefer,
inlude a paragraph of positive aspects and another of negative.
• You can also include recommendations for how the text can be
improved in terms of ideas, research approach; theories or frameworks
used can also be included in the critique section.
Conclusion
This is usually a very short paragraph.
• Restate your overall opinion of the text.
• Briefly present recommendations.
• If necessary some further qualification or explanation of your
judgement can be included. This can help your critique sound fair
and reasonable.
References
If you have used other sources in you review you should also include a
list of references at the end of the review.
Summarising and paraphrasing for the critical review
Summarising and paraphrasing are essential skills for academic writing and in particular, the critical review. To summarise
means to reduce a text to its main points and its most important ideas. The length of your summary for a critical review
should only be about one quarter to one third of the whole critical review. The best way to summarise is to:
1. Scan the text. Look for information that can be deduced from the introduction, conclusion and the title and headings.
What do these tell you about the main points of the article?
2. Locate the topic sentences and highlight the main points as you read.
3. Reread the text and make separate notes of the main points. Examples and evidence do not need to be included at
this stage. Usually they are used selectively in your critique.
Paraphrasing means putting it into your own words. Paraphrasing offers an alternative to using direct quotations in
your summary (and the critique) and can be an efficient way to integrate your summary notes. The best way to
paraphrase is to:
1. Review your summary notes
2. Rewrite them in your own words and in complete sentences
3. Use reporting verbs and phrases (eg; The author describes…, Smith argues that …).
4. If you include unique or specialist phrases from the text, use quotation marks.
4. Here is a sample extract from a critical review of an article. In this brochure only the introduction and conclusion are
included. We thank Suwandi Tijia for allowing us to use his critical review in this resource.
Structural features Academic conventions & language features
Title A Critical Review of Goodwin et al, 2000, Decision making in Singapore and Australia: the influence Bibliographic
details of the
of culture on accountants’ ethical decisions, Accounting Research Journal, vol.13, no. 2, pp 22-36. text
Introduction Using Hofstede’s (1980, 1983 and 1991) and Hofstede and Bond’s (1988) five cultural dimensions,
Reporting
Introduces the Goodwin et al (2000) conducted a study on the influence of culture on ethical decision making verbs
author and
topic area.
between two groups of accountants from Australia and Singapore. This research aimed to provide
Sentence
further evidence on the effect of cultural differences since results from previous research have themes focus
Presents the on the text
aim/purpose been equivocal. The study reveals that accountants from the two countries responded differently
of the article
to ethical dilemmas in particular when the responses were measured using two of the five cultural
dimensions. The result agreed with the prediction since considerable differences existed between
Key findings
these two dimensions in Australians and Singaporeans (Hofstede 1980, 1991). However the results
Transition
of the other dimensions provided less clear relationships as the two cultural groups differed only signals provide
structure and
slightly on the dimensions. To the extent that this research is exploratory, results of this study coherence
Reviewer ’s
judgement
provide insights into the importance of recognising cultural differences for firms and companies
that operate in international settings. However several limitations must be considered in interpreting
the study findings.
….
Conclusion
Summarises In summary, it has to be admitted that the current study is still far from being conclusive. Further Modality used
reviewer’s to express
judgement studies must be undertaken, better measures must be developed, and larger samples must be certainty and
limit
used to improve our understanding concerning the exact relationship between culture and decision- overgeneralising
Offers
recommendations making. Despite some deficiencies in methodology, to the extent that this research is exploratory Concessive
Qualifies clauses assist
i.e. trying to investigate an emerging issue, the study has provided some insights to account for in expressing a
reviewer’s
judgement mixed
culture in developing ethical standards across national borders. response
Language features of the critical review
1. Reporting verbs and phrases
These are used to tell the reader what the author thinks or does in their text.
Komisar begins his article claiming that the new teaching machines represent a new kind of encounter.1
2. Modality
Modal verbs and other expressions are used to express degrees of certainty and probability (from high to low). Writers
use modality to present ideas as opinions rather than facts.
The word ‘theory’ has an honorific status. … The same could probably be said for ‘practice’. 1
3. Conceding (Concessive clauses)
Here an adverbial clause can be used to describe a circumstance that is in contrast or unfavourable to another
circumstance. In academic writing, concessive clauses are one way (there are others!) to acknowledge the strength/
validity of an idea before presenting an alternate view. This does not weaken your critique; rather it can show balance
and fairness in your analysis.
Though by no means the first empiricist among the Greek philosophers, Aristotle stood out among his
contemporaries for the meticulous care with which he worked. 2
(Adapted from: 1 Hyman R (Ed) 1971, Contemporary thought on teaching, Prentice-Hall, New Jersey.
2
Dunbar R 1995, The trouble with science, Faber & Faber, London.)