This document discusses what a literature review is and how it differs from an academic research paper. It explains that a literature review summarizes and synthesizes published information and ideas from other sources on a particular topic, while a research paper focuses on supporting an original argument. It also provides guidance on conducting a literature review, including clarifying the assignment, finding models, narrowing the topic, considering source currency, developing a focus and thesis, and organizing the discussion of sources either chronologically, thematically, or methodologically.
Are you gearing up to do specialized research for a grant proposal or your own scholarly work? Learn what a literature review is and how to develop one using University Libraries.
While writing your research paper, you might often refer to existing work published by other researchers in your field. However, it is extremely important to acknowledge all such sources clearly and completely. Attempting to use the ideas, words, or work of another person, without giving them due credit, is considered extremely unethical and is termed plagiarism.
This slide deck briefly explains 4 common types of plagiarism in academic publishing, how journals detect plagiarism in research papers, and the consequences of plagiarism.
A literature review is the effective evaluation of selected documents on a research topic. A review may form an essential part of the research process or may constitute a research project in itself.
Mixed method design is often noted as a methodology capitalizing on the advantage of in-depth study in qualitative approaches and the power of generalization in quantitative approaches.
To be useful, acknowledging the fundamental assumption underpinning these two approaches is paramount. Qualitative approach is individualistic where the findings are rich in explaining a phenomenon of interest in context while quantitative approach is normative where the findings represent an average pattern of a phenomenon of interest in a population.
Are you gearing up to do specialized research for a grant proposal or your own scholarly work? Learn what a literature review is and how to develop one using University Libraries.
While writing your research paper, you might often refer to existing work published by other researchers in your field. However, it is extremely important to acknowledge all such sources clearly and completely. Attempting to use the ideas, words, or work of another person, without giving them due credit, is considered extremely unethical and is termed plagiarism.
This slide deck briefly explains 4 common types of plagiarism in academic publishing, how journals detect plagiarism in research papers, and the consequences of plagiarism.
A literature review is the effective evaluation of selected documents on a research topic. A review may form an essential part of the research process or may constitute a research project in itself.
Mixed method design is often noted as a methodology capitalizing on the advantage of in-depth study in qualitative approaches and the power of generalization in quantitative approaches.
To be useful, acknowledging the fundamental assumption underpinning these two approaches is paramount. Qualitative approach is individualistic where the findings are rich in explaining a phenomenon of interest in context while quantitative approach is normative where the findings represent an average pattern of a phenomenon of interest in a population.
Mosaic leadership approach to address pluralism
Introduction to pluralism
Pluralism is the perspective emerged from ground reality of the human phenomena. When we talk about a nation, a society or an organization, we cannot ignore the natural existence and possession of the unique belief systems of the people at individual, at group, at organization and / or a national level that are shaped by their local ecological, biological and cultural contexts and ways of subsidies. Individuals and leaders come together in organizations from all different abilities, ages, backgrounds, genders, orientations and races (Wilsey, 2013:4).
The term pluralism is used to signify multiple ideologies in political participation and diversified cultural systems in social institutions. Merriam-Webster dictionary defines pluralism as ‘a state of society in which members of diverse ethnic, racial, religious, or social groups maintain and develop their traditional culture or special interest within the confines of a common civilization’. The pluralism philosophy believes in mutual respect, equal importance and contributions in human civilization. According to Oxford Dictionaries, pluralism is ‘a condition or system in which two or more states, groups, principles, sources of authority, etc., coexist’. For Rechard Norman, ‘pluralism means divided loyalties- competing values and commitments, moral codes, principles and goals, distinctive regional and ideological outlooks, revolt ethnic and religious claims- but it also implies strength in diversity’. In educational leadership, it has similar meaning that is implied in social institutions.
Concept of term ‘mosaic’
The mosaic is found being used to refer to the decorative assemblage of the buildings in the ancient Greece and Rome. Mosaic is the art of creating images with an assemblage of small pieces of colored glass, stone, or other materials. It is a technique of decorative art or interior decoration. Most mosaics are made of small, flat, roughly square, pieces of stone or glass of different colors, known as tesserae; but some, especially floor mosaics, may also be made of small rounded pieces of stone, and called "pebble mosaics". As argued in the literature, ‘mosaic’ is the term derived from ‘Moses’ or ‘Muses’, name of person given by Pharaoh’s daughter in Egypt, which means ‘son of’ God.
Road mosaic Floor mosaic
‘Mosaic’ as metaphor
Metaphor is popularly used by speakers and writers to make an effective conceptualization or understanding on new, complex or abstract phenomenon. It is a figurative language represented in a single word or phrase that identifies one thing as being the same as some unrelated other thing by highlighting the similarities between the two. Metaphors are powerful and useful bridges particularly during time of upheaval. Metaphors operate by linking known concepts with new concepts and images (Marshak, 1993 , cited in Wilsey, 20
Literature ReviewsWhat this handout is aboutThis handout w.docxjesssueann
Literature Reviews
What this handout is about
This handout will explain what literature reviews are and offer insights into the form and construction of literature reviews in the humanities, social sciences, and sciences.
Introduction
OK. You’ve got to write a literature review. You dust off a novel and a book of poetry, settle down in your chair, and get ready to issue a “thumbs up” or “thumbs down” as you leaf through the pages. “Literature review” done. Right?
Wrong! The “literature” of a literature review refers to any collection of materials on a topic, not necessarily the great literary texts of the world. “Literature” could be anything from a set of government pamphlets on British colonial methods in Africa to scholarly articles on the treatment of a torn ACL. And a review does not necessarily mean that your reader wants you to give your personal opinion on whether or not you liked these sources.
What is a literature review, then?
A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period.
A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.
But how is a literature review different from an academic research paper?
The main focus of an academic research paper is to develop a new argument, and a research paper will contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.
Why do we write literature reviews?
Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper’s investigation. Comprehensive knowledge of the literature of the field is essential to most research papers.
Who writes these things, anyway?
Literature reviews are written occasionally in the humanities, but mostly in the sciences and social scienc.
T H E W R I T I N G C E N T E R Academic Services • .docxAASTHA76
T H E W R I T I N G C E N T E R
Academic Services • Phone: 962-7710
www.unc.edu/depts/wcweb/
How to Write a Literature Review
What This Handout is About…
This handout will explain what a Literature Review is and offer insights into the form and
construction of a Literature Review in the Humanities, Social Sciences, and Sciences.
Introduction
OK. You’ve got to write a literature review. You dust off your world literature
anthology book, settle down in your Ebert and Roper at the Movies theatre chair with
your popcorn and soda in hand, and get ready to issue a “thumbs up” or “thumbs down”
as you leaf through the pages. “Literature Review” done. Right?
Wrong! The “literature” of a literature review refers to any collection of materials on a
topic, not necessarily the Great Literary Texts of the World. “Literature” could be
anything from a set of government pamphlets on British colonial methods in Africa to
scholarly articles on the treatment of a torn ACL. And a review does not necessarily
mean that your reader wants you to give your personal opinion on whether or not you
liked these sources.
What is a literature review, then?
A literature review discusses published information in a particular subject area, and
sometimes information in a particular subject area within a certain time period.
A literature review can be just a simple summary of the sources, but it usually has an
organizational pattern and combines both summary and synthesis. A summary is a recap
of the important information of the source, but a synthesis is a re-organization, or a
reshuffling, of that information. It might give a new interpretation of old material or
combine new with old interpretations. Or it might trace the intellectual progression of the
field, including major debates. And depending on the situation, the literature review may
evaluate the sources and advise the reader on the most pertinent or relevant.
But how is a literature review different from an academic research
paper?
While the main focus of an academic research paper is to support your own argument, the
focus of a literature review is to summarize and synthesize the arguments and ideas of
others. The academic research paper also covers a range of sources, but it is usually a
select number of sources, because the emphasis is on the argument. Likewise, a literature
review can also have an “argument,” but it is not as important as covering a number of
sources. In short, an academic research paper and a literature review contain some of the
same elements. In fact, many academic research papers will contain a literature review
section. But it is the aspect of the study (the argument or the sources) that is emphasized
that determines what type of document it is.
Why do we write literature reviews?
Literature reviews provide you with a handy guide to a particular topic. If you have
limited time to conduct res.
What is a literature review A literature review is NOT.docxphilipnelson29183
What is a literature review?
A literature review is NOT a book review; it is a review of the literature. THE literature, in this
case, means all of the research you have collected. Your secondary sources only. The
scholarship.
So, why am I doing this?
Because good researchers—good writers—do it. You may be tempted to just jump directly from
gathering materials to writing an essay (or you may have been tempted to skip the research part
altogether); however, before you can write an essay, you need to identify a purpose for your
writing and develop a plan for using your sources. You need to synthesize; the lit review is that
synthesis. This is also an important step in proving your expertise before I allow you to edit and
annotate a fairy tale.
So, what am I looking for?
Basically, you are looking for patterns of association; you want to look at the body of scholarship
(the literature) you have collected and decide how it all works together. You need to see the
literature as a body of research rather than separate pieces. The scholarship is written by real
scholars who are familiar with one another’s work and sometimes know each other personally; it
is a kind of elaborate conversation. You are listening to that conversation, waiting for a good
opportunity to jump in.
So, I have six pieces of literature to review, right?
Well, you have AT LEAST six pieces. It will actually be easier to write a lit review of more
sources; eight or ten sources would be a good number. This does require more research and more
time for reading, but the payoff is greater expertise and more to discuss in the review.
Okay, so what do I do first?
First, make sure you have gathered the literature. For this assignment, I am only permitting you
to use the CSCC Library databases to gather your sources. Specifically, you will look at the
Academic Search Complete, MLA International Bibliography, and Literary Reference Center
databases; if these don’t turn up 6-10 good sources for you, then you can search other databases
(and I have posted a video showing you how to do this research, so make sure you watch it). You
are NOT permitted to locate web based sources, even via Google scholar. And I am asking you
not to use books, simply to save time.
And then?
Once you have all of the literature, you should read it and understand it. It isn’t absolutely
necessary to pore over each page of each source—this would likely be hundreds of pages of
difficult reading. Use your reading skills—the first two or three pages usually contain the thesis
and main arguments—the last couple of pages will often contain some kind of summary or
conclusion. Look for important headings in between. I strongly suggest highlighting the thesis
(probably more than a single sentence) and the main points (topic sentences) and any interesting
passages you may want to reference later.
But how do I write the lit review?
You should begin by grou.
The role of the literature review Your literature review gives y.docxoreo10
The role of the literature review
Your literature review gives your readers an understanding of the evolution of scholarly research on your topic.
In your literature review you will:
•survey the scholarly landscape
•provide a synthesis of the issues, trends, and concepts
•possibly provide some historical background
Throughout the literature review, your emphasis should fall on the current scholarly conversation. This is why the rubric often specifies that you need resources from peer-reviewed journals, published within the last five years of your anticipated graduation date. It's in these recent, peer-reviewed journals that the scholarly debate is being carried out!
The literature review also shows the "gap" in the conversation -- and how your own doctoral study will fill that gap and contribute to the scholarly knowledge. This is where you make the case for the importance and usefulness for your own work.
Searching comprehensively
Your literature review should be as comprehensive as possible -- you want to include all of the relevant resources dealing with your topic. Missing important articles or researchers will significantly weaken your scholarship! So, searching comprehensively becomes important.
To ensuring comprehensiveness:
•Identify the databases that will cover your topic
◦Spend some time reading the descriptions of the databases in your subject area
◦Contact the Library to get advice from a librarian on appropriate databases
◦Some topics cross over subject/theoretical boundaries, and librarians can suggest databases that you may not have considered
•Search in more than one database
◦Some of our databases are huge, containing thousands of journals, but no single database covers every journal relevant to a topic
◦Searching in each relevant database, one at a time, gives you a better sense of control over your search, as well as a more accurate idea of the journals/databases that you've covered
Using a multi-database search (such as Thoreau) is not necessarily recommended; in doing so, you lose the ability to use subject terms and search limits that may be unique to each database.
•Explore resources outside of the databases:
◦Government websites
◦Professional organizations
◦Research groups
◦Think tanks
These can all be important sources of statistics and reliable information. These will not be peer-reviewed resources (i.e. since they are not journals, they do not employ the same sort of editorial process that results in peer-review). Evaluating for reliability is important!
Beyond the Library: Google Scholar
Google Scholar provides a good way to take your search beyond the databases; it searches very broadly and will pull in resources you may not have discovered before.
Google's definition of scholarly includes government sites, think tanks, research organizations, journal websites, and of course colleges and universities.
Unfortunately, there is no way to limit your Google Scholar search to only peer-reviewed res ...
Please See Instructions belowallready have references articles a.docxDIPESH30
Please See Instructions below
allready have references articles and abstract
Strict APA format
No Plageriasm
writing sample appreciated especially if you have completed a literature Review
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, gaps, or areas needing further study. The literature review must also demonstrate to the reader why the writer’s research is useful, necessary, important, and valid.
Literature reviews can have different types of audiences, so consider why and for whom you are writing your review. For example, many literature reviews are written as a chapter for a thesis or dissertation in order to support a proposal or are written in order to help the writer develop a base of knowledge in a particular business area.
Asking the following questions will assist you in sifting through your sources and organizing your literature review. Remember, your Literature Review organizes the previous research in light of what you are planning to do in your own project.
What's been done in this topic area to date? What are the significant discoveries, key concepts, arguments, and/or theories that scholars have put forward? Which are the important works?
On which particular areas of the topic has previous research concentrated? Have there been developments over time? What methodologies have been used?
Are there any gaps in the research? Are there areas that have not been looked at closely yet but should be? Are there new ways of looking at the topic?
Are there improved methodologies for researching this subject?
What future directions should research in this subject take?
How will your research build on or depart from current and previous research on the topic? What contribution will your research make to the field?
How Do I Organize and Structure the Literature Review?
There are several ways to organize and structure a literature review. Two common way.
Researchers almost never conduct a study in an intellectual vacuum: their studies are undertaken within the context of an already existing knowledge base.
Research is "creative and systematic work undertaken to increase the stock of knowledge". It involves the collection, organization and analysis of evidence to increase understanding of a topic, characterized by a particular attentiveness to controlling sources of bias and error.
English 102 Literary Research Paper I. DEFINING THE RESE.docxkhanpaulita
English 102: Literary Research Paper
I. DEFINING THE RESEARCH PAPER
A literary research paper--unlike a research paper on abortion or euthanasia--focuses on critically
analyzing/interpreting the meaning of literature. What's more, the term "research" implies that you will be
incorporating research from reputable secondary sources into your paper. In short, you will be
analyzing/interpreting a piece (or several pieces) of literature and supporting your analysis with
"research."
The research paper must be at least eight (8) pages in length, and it must adhere to MLA standards and
guidelines. Further, you must include a minimum of seven (7) sources in your paper, six (6) of which must
be considered "secondary sources" (explained below), and it must include a "Works Cited" page.
II. GETTING STARTED
Your first step in writing the research paper is to decide which author (or authors) you would like to write
about. You are required to make your selection(s) from the authors we have discussed this
semester, although you are more than welcome to find texts from your chosen author(s) that were not
included on the syllabus.
After you have decided which author (or authors) you are interested in writing about, you need to decide
which texts to include in your discussion; this may change as the paper progresses, but you should begin
with a clear idea of which texts you would like to include in your analysis.
The next and most obvious step in the process is to read and then reread--several times--the text or texts
you have chosen. In order to say something meaningful about a text, you need to know it backward and
forward. As one critic relates, you need to "have a sure sense of what the work itself is like, how its parts
function, what ideas it expresses, how it creates particular effects, and what your responses are." In short,
read, reread, and then when you think you are done, read some more.
After you are comfortable with your knowledge of the text (or texts), the next step is to develop an angle
of analysis. In other words, you need to decide how you want to approach and organize your paper.
There are several different ways to organize a literary research paper, but more likely than not you will
want to adopt one of the following organizing principles:
A. Literary Elements: A research paper that is organized around literary elements generally
includes a focused discussion on one or more of the following: setting, speaker, symbolism, irony,
imagery, tone, language, etc.
B. Themes: A research paper that is organized around a theme, such as death, life, love, race,
gender, class, cultural identity, etc., generally includes a focused discussion on the role a
particular theme plays in several pieces of literature.
C. Critical Approaches: Whether you knew it or not, you adopted a specific approach to analyzing
literature in both of the essays you wrote for class, namely a "formalist" approach to
int.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. What is a literature review, then?
A literature review discusses published information in a particular subject area, and
sometimes information in a particular subject area within a certain time period.
A literature review can be just a simple summary of the sources, but it usually has an
organizational pattern and combines both summary and synthesis. A summary is a recap of
the important information of the source, but a synthesis is a re-organization, or a reshuffling,
of that information. It might give a new interpretation of old material or combine new with
old interpretations. Or it might trace the intellectual progression of the field, including major
debates. And depending on the situation, the literature review may evaluate the sources and
advise the reader on the most pertinent or relevant.
But how is a literature review different from an academic research paper?
While the main focus of an academic research paper is to support your own argument, the
focus of a literature review is to summarize and synthesize the arguments and ideas of others.
The academic research paper also covers a range of sources, but it is usually a select number
of sources, because the emphasis is on the argument. Likewise, a literature review can also
have an "argument," but it is not as important as covering a number of sources. In short, an
academic research paper and a literature review contain some of the same elements. In fact,
many academic research papers will contain a literature review section. But it is the aspect of
the study (the argument or the sources) that is emphasized that determines what type of
document it is.
Why do we write literature reviews?
Literature reviews provide you with a handy guide to a particular topic. If you have limited
time to conduct research, literature reviews can give you an overview or act as a stepping
stone. For professionals, they are useful reports that keep them up to date with what is current
in the field. For scholars, the depth and breadth of the literature review emphasizes the
credibility of the writer in his or her field. Literature reviews also provide a solid background
for a research paper's investigation. Comprehensive knowledge of the literature of the field is
essential to most research papers.
Who writes these things, anyway?
Literature reviews are written occasionally in the humanities, but mostly in the sciences and
social sciences; in experiment and lab reports, they constitute a section of the paper.
Sometimes a literature review is written as a paper in itself.
2. Let's get to it! What should I do before writing the
literature review?
Clarify
If your assignment is not very specific, seek clarification from your instructor:
Roughly how many sources should you include?
What types of sources (books, journal articles, websites)?
Should you summarize, synthesize, or critique your sources by discussing a common
theme or issue?
Should you evaluate your sources?
Should you provide subheadings and other background information, such as
definitions and/or a history?
Find models
Look for other literature reviews in your area of interest or in the discipline and read them to
get a sense of the types of themes you might want to look for in your own research or ways to
organize your final review. You can simply put the word "review" in your search engine
along with your other topic terms to find articles of this type on the Internet or in an
electronic database. The bibliography or reference section of sources you've already read are
also excellent entry points into your own research.
Narrow your topic
There are hundreds or even thousands of articles and books on most areas of study. The
narrower your topic, the easier it will be to limit the number of sources you need to read in
order to get a good survey of the material. Your instructor will probably not expect you to
read everything that's out there on the topic, but you'll make your job easier if you first limit
your scope.
And don't forget to tap into your professor's (or other professors') knowledge in the field. Ask
your professor questions such as: "If you had to read only one book from the 70's on topic X,
what would it be?" Questions such as this help you to find and determine quickly the most
seminal pieces in the field.
Consider whether your sources are current
Some disciplines require that you use information that is as current as possible. In the
sciences, for instance, treatments for medical problems are constantly changing according to
the latest studies. Information even two years old could be obsolete. However, if you are
writing a review in the humanities, history, or social sciences, a survey of the history of the
literature may be what is needed, because what is important is how perspectives have
changed through the years or within a certain time period. Try sorting through some other
current bibliographies or literature reviews in the field to get a sense of what your discipline
expects. You can also use this method to consider what is "hot" and what is not.
3. top
Strategies for writing the literature review
Find a focus
A literature review, like a term paper, is usually organized around ideas, not the sources
themselves as an annotated bibliography would be organized. This means that you will not
just simply list your sources and go into detail about each one of them, one at a time. No. As
you read widely but selectively in your topic area, consider instead what themes or issues
connect your sources together. Do they present one or different solutions? Is there an aspect
of the field that is missing? How well do they present the material and do they portray it
according to an appropriate theory? Do they reveal a trend in the field? A raging debate? Pick
one of these themes to focus the organization of your review.
Construct a working thesis statement
Then use the focus you've found to construct a thesis statement. Yes! Literature reviews have
thesis statements as well! However, your thesis statement will not necessarily argue for a
position or an opinion; rather it will argue for a particular perspective on the material. Some
sample thesis statements for literature reviews are as follows:
The current trend in treatment for congestive heart failure combines surgery and medicine.
More and more cultural studies scholars are accepting popular media as a subject worthy of
academic consideration.
See our handout for more information on how to construct thesis statements.
Consider organization
You've got a focus, and you've narrowed it down to a thesis statement. Now what is the most
effective way of presenting the information? What are the most important topics, subtopics,
etc., that your review needs to include? And in what order should you present them? Develop
an organization for your review at both a global and local level:
First, cover the basic categories
Just like most academic papers, literature reviews also must contain at least three basic
elements: an introduction or background information section; the body of the review
containing the discussion of sources; and, finally, a conclusion and/or recommendations
section to end the paper.
4. Introduction: Gives a quick idea of the topic of the literature review, such as the central
theme or organizational pattern.
Body: Contains your discussion of sources and is organized either chronologically,
thematically, or methodologically (see below for more information on each).
Conclusions/Recommendations: Discuss what you have drawn from reviewing literature so
far. Where might the discussion proceed?
Organizing the body
Once you have the basic categories in place, then you must consider how you will present the
sources themselves within the body of your paper. Create an organizational method to focus
this section even further.
To help you come up with an overall organizational framework for your review, consider the
following scenario and then three typical ways of organizing the sources into a review:
You've decided to focus your literature review on materials dealing with sperm whales. This
is because you've just finished reading Moby Dick, and you wonder if that whale's portrayal
is really real. You start with some articles about the physiology of sperm whales in biology
journals written in the 1980's. But these articles refer to some British biological studies
performed on whales in the early 18th century. So you check those out. Then you look up a
book written in 1968 with information on how sperm whales have been portrayed in other
forms of art, such as in Alaskan poetry, in French painting, or on whale bone, as the whale
hunters in the late 19th century used to do. This makes you wonder about American whaling
methods during the time portrayed in Moby Dick, so you find some academic articles
published in the last five years on how accurately Herman Melville portrayed the whaling
scene in his novel.
Chronological
If your review follows the chronological method, you could write about the materials above
according to when they were published. For instance, first you would talk about the British
biological studies of the 18th century, then about Moby Dick, published in 1851, then the
book on sperm whales in other art (1968), and finally the biology articles (1980s) and the
recent articles on American whaling of the 19th century. But there is relatively no continuity
among subjects here. And notice that even though the sources on sperm whales in other art
and on American whaling are written recently, they are about other subjects/objects that were
created much earlier. Thus, the review loses its chronological focus.
By publication
Order your sources by publication chronology, then, only if the order demonstrates a more
important trend. For instance, you could order a review of literature on biological studies of
sperm whales if the progression revealed a change in dissection practices of the researchers
who wrote and/or conducted the studies.
By trend
5. A better way to organize the above sources chronologically is to examine the sources under
another trend, such as the history of whaling. Then your review would have subsections
according to eras within this period. For instance, the review might examine whaling from
pre-1600-1699, 1700-1799, and 1800-1899. Under this method, you would combine the
recent studies on American whaling in the 19th century with Moby Dick itself in the 1800-
1899 category, even though the authors wrote a century apart.
Thematic
Thematic reviews of literature are organized around a topic or issue, rather than the
progression of time. However, progression of time may still be an important factor in a
thematic review. For instance, the sperm whale review could focus on the development of the
harpoon for whale hunting. While the study focuses on one topic, harpoon technology, it will
still be organized chronologically. The only difference here between a "chronological" and a
"thematic" approach is what is emphasized the most: the development of the harpoon or the
harpoon technology.
But more authentic thematic reviews tend to break away from chronological order. For
instance, a thematic review of material on sperm whales might examine how they are
portrayed as "evil" in cultural documents. The subsections might include how they are
personified, how their proportions are exaggerated, and their behaviors misunderstood. A
review organized in this manner would shift between time periods within each section
according to the point made.
Methodological
A methodological approach differs from the two above in that the focusing factor usually
does not have to do with the content of the material. Instead, it focuses on the "methods" of
the researcher or writer. For the sperm whale project, one methodological approach would be
to look at cultural differences between the portrayal of whales in American, British, and
French art work. Or the review might focus on the economic impact of whaling on a
community. A methodological scope will influence either the types of documents in the
review or the way in which these documents are discussed.
Once you've decided on the organizational method for the body of the review, the sections
you need to include in the paper should be easy to figure out. They should arise out of your
organizational strategy. In other words, a chronological review would have subsections for
each vital time period. A thematic review would have subtopics based upon factors that relate
to the theme or issue.
Sometimes, though, you might need to add additional sections that are necessary for your
study, but do not fit in the organizational strategy of the body. What other sections you
include in the body is up to you. Put in only what is necessary. Here are a few other sections
you might want to consider:
Current Situation: Information necessary to understand the topic or focus of the literature
review.
6. History: The chronological progression of the field, the literature, or an idea that is necessary
to understand the literature review, if the body of the literature review is not already a
chronology.
Methods and/or Standards: The criteria you used to select the sources in your literature
review or the way in which you present your information. For instance, you might explain
that your review includes only peer-reviewed articles and journals.
Questions for Further Research: What questions about the field has the review sparked? How
will you further your research as a result of the review?
Begin composing
Once you've settled on a general pattern of organization, you're ready to write each section.
There are a few guidelines you should follow during the writing stage as well. Here is a
sample paragraph from a literature review about sexism and language to illuminate the
following discussion:
However, other studies have shown that even gender-neutral antecedents are more likely to
produce masculine images than feminine ones (Gastil, 1990). Hamilton (1988) asked students
to complete sentences that required them to fill in pronouns that agreed with gender-neutral
antecedents such as "writer," "pedestrian," and "persons." The students were asked to
describe any image they had when writing the sentence. Hamilton found that people imagined
3.3 men to each woman in the masculine "generic" condition and 1.5 men per woman in the
unbiased condition. Thus, while ambient sexism accounted for some of the masculine bias,
sexist language amplified the effect. (Source: Erika Falk and Jordan Mills, "Why Sexist
Language Affects Persuasion: The Role of Homophily, Intended Audience, and Offense,"
Women and Language19:2.
Use evidence
In the example above, the writers refer to several other sources when making their point. A
literature review in this sense is just like any other academic research paper. Your
interpretation of the available sources must be backed up with evidence to show that what
you are saying is valid.
Be selective
Select only the most important points in each source to highlight in the review. The type of
information you choose to mention should relate directly to the review's focus, whether it is
thematic, methodological, or chronological.
Use quotes sparingly
Falk and Mills do not use any direct quotes. That is because the survey nature of the literature
review does not allow for in-depth discussion or detailed quotes from the text. Some short
quotes here and there are okay, though, if you want to emphasize a point, or if what the
author said just cannot be rewritten in your own words. Notice that Falk and Mills do quote
7. certain terms that were coined by the author, not common knowledge, or taken directly from
the study. But if you find yourself wanting to put in more quotes, check with your instructor.
Summarize and synthesize
Remember to summarize and synthesize your sources within each paragraph as well as
throughout the review. The authors here recapitulate important features of Hamilton's study,
but then synthesize it by rephrasing the study's significance and relating it to their own work.
Keep your own voice
While the literature review presents others' ideas, your voice (the writer's) should remain
front and center. Notice that Falk and Mills weave references to other sources into their own
text, but they still maintain their own voice by starting and ending the paragraph with their
own ideas and their own words. The sources support what Falk and Mills are saying.
Use caution when paraphrasing
When paraphrasing a source that is not your own, be sure to represent the author's
information or opinions accurately and in your own words. In the preceding example, Falk
and Mills either directly refer in the text to the author of their source, such as Hamilton, or
they provide ample notation in the text when the ideas they are mentioning are not their own,
for example, Gastil's. For more information, please see our handout on plagiarism
Revise, revise, revise
Draft in hand? Now you're ready to revise. Spending a lot of time revising is a wise idea,
because your main objective is to present the material, not the argument. So check over your
review again to make sure it follows the assignment and/or your outline. Then, just as you
would for most other academic forms of writing, rewrite or rework the language of your
review so that you've presented your information in the most concise manner possible. Be
sure to use terminology familiar to your audience; get rid of unnecessary jargon or slang.
Finally, double check that you've documented your sources and formatted the review
appropriately for your discipline. For tips on the revising and editing process, see our handout
on revising drafts.