ROL.pptx

DEPARTMENT OF EDUCATION
Division Seminar-Workshop on School-based Research
for Senior High School Teachers
SESSION 5
REVIEW OF RELATED
LITERATURE

Objectives
At the end of the session, the participants should be able to:
1. synthesize information through paraphrasing, summarizing, and quoting;
2. cite related literature utilizing in-text citation generators; and
3. write and present a well-written related literature.

PURPOSE OF LITERATURE REVIEW
The main purpose of the literature review is to establish
the state of current knowledge or agreement about your
research topic.
A literature review is not merely a chronicle of who wrote,
what and when, but in depth examination of texts to identify
and investigate more critical elements where current
understanding is unclear and which the new research can
address.

GOALS OF LITERATURE REVIEW
1. To demonstrate a familiarity with a body of knowledge and
establish credibility. A good review increases reader’s confidence
in the researcher’s professional competence, ability and
background.
2. To show the path of the prior research and how a current
project is linked to it. A good review places a research project in
a context and demonstrates its relevance by making
connections to a body of knowledge.

Sources for the Literature Review
The term “sources” refers to print, electronic or visual
materials necessary for your research. Sources are classified into
primary, secondary and tertiary.
Example of Primary Sources
Letters, correspondence diaries, memoirs, autobiographies, etc.
Example of Secondary Sources
Academic journals articles, conference proceedings, books, documentaries.
Example of Primary Sources
Encyclopedias, dictionaries, atlases, handbooks.

The Literature Review Process
1. Select
a topic
2. Select
and choose
literature
3. Analyze
And interpret
literature
4. Write the
review

Activity 1 “Express and Show it!”
Activity 2 “Paraphrase Me”
Activity 3 “Power of MS Word”
Activity 4 “Cite this for me”
Activity 5 “Gallery Walk”
R
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Activity 1
Express and Show it!
Instructions:
1. You will be provided with strips of paper written the specific task you will
do.
2. Each group needs to report the output to the big group afterwards.
3. You will be given 3 minutes to do the presentation.

Tasks
Group 1
Express in your own words the given paragraph.
All social problems affecting the world today are all interrelated in
some way or another. Problems with the environment are almost directly
related to poverty and problems with education. The environment is very
sensitive and even the slightest imbalance will cause a great negative
impact.

Group 2
You are writing a police report on one of the incidents in your
station. Provide the actual statements of the witnesses.

Group 3 & 4 Write a summary of the given research findings.
Tahir, A. (2018). A Model of Effective Teaching in Arts, Humanities, and Social Sciences.. Eric.ed.gov. Retrieved 26 April
2018, from https://eric.ed.gov/?q=humanities+and+social+sciences&id=EJ1159865
The findings of this research study indicated that SPEL is a predictor of effective teaching. It supported the
findings of previous research, which showed student engagement was closely related to effective teaching
(Lukowiak & Huzick, 2013). It implies that students' abilities to work meaningfully with their teachers determine
their level of learning, and that ability can be honed through meaningful engagement in humanities and social
sciences.
Senge (2002) also advocated for a learning community where the teacher is a designer in learning processes in
which he or she participates with the learner. This research highlights these alignments, and can inform
educators about best practices for effective teaching. Likewise, students would have benefited from learning
experiences in the classroom that are relevant to their realms of experience (Bolkan & Goodboy. 2011).
Students would also likely gain from professors who keep up to date with the latest developments in the
content area to promote SPEL in the classroom (Economos, 2013).

SHARING OF THOUGHTS AND FEELINGS

Activity 2
Paraphrase Me!
Instructions:
1.Do exercises 1-5.
2.Paraphrase the passage/original texts, but retain
the original thought.
3.Cite the author using APA 6th edition (3-5
exercises).

Original text
Exercise 1
Willy Wonka was famous
for his delicious candy.
Children and adults loved
to eat it.
Paraphrased text
Willy Wonka was known
throughout the world
because people enjoyed
eating the tasty candy he
made.

Original text
Exercise 2
Giraffes like acacia
leaves and hay, and they
can consume 75 pounds
of food a day.
A giraffe can eat up to 75
pounds of acacia leaves and
hay everyday.
Paraphrased text

The original passage:
In American society, introverts are outnumbered about three to one. As a result, they
must develop extra coping skills early in life because there will be an inordinate
amount of pressure on them to act like the rest of the world. The introvert is pressured
daily to respond and conform to the outer world. Classroom teachers unwittingly
pressure introverted students by announcing that “One-third of your grade will be
based on classroom participation.”
From Otto Kroeger and Janet M. Thuesen, Type Talk: The 16 Personality Types that
Determine How We Live, Love and Work. New York: Dell Publishing, 1989.
Exercise 3 In the context of research

Exercise 3 Paraphrased passage:
There are many more extroverts than introverts in America. This puts a lot
of pressure on introverts to fit in and be like everybody else. Even in
school, teachers add to this pressure by making class participation part of
the student's grade. Consequently, introverts have to acquire additional
skills to deal with these pressures (Kroeger & Thuesen, 1989).
From Otto Kroeger and Janet M. Thuesen, Type Talk: The 16 Personality Types that
Determine How We Live, Love and Work. New York: Dell Publishing, 1989.

The original text:
In today’s society and business
environment, ethics are required
to resolve dilemmas that arise
out of the conflicts between the
economic and social
performance of organizations.
From a book by Williams 2017, p.
77 (25 words)
Paraphrased text:
Tension between the social and economic
effectiveness of organizations in contemporary
society, can generate conflict which requires an
ethical approach to resolving disputes and problems
(Williams, 2017).
From a book by Williams 2017, p. 77 (25 words)
Points to remember!
Although the words and sentence structure has
changed, the original meaning is still the same.

Paraphrased text:
Stalker points out that in a democracy like the
United States, it is not feasible to have laws against
the use of a language and it certainly would not be
possible to make police enforce such laws in home
and public places (Stalker, 2016).
The original text:
“ We cannot legislate the language
of the home, the street, the bar, the
club, unless we are willing to set up
a cadre of language police who will
ticket and arrest us if we speak
something other than English.”
From James C. Stalker, an official English or
English Only, page 21, 2016
Note: Example taken from Pocket Keys for
writers
Points to remember:
Although the words and sentence structure
have been changed, the original meaning is still
the same.

Guide Questions
1. How did you find the activity? Is it easy or difficult? Why
or why not?
2. What insights have you gained from the activity?
3. What is your idea from paraphrasing?

PARAPHRASING
Paraphrasing is the process of rewriting other
people’s work in your own words.
• The paraphrase must have the same meaning as the original
work.
• Author must be cited for every paraphrase.
Let’s talk about…

PARAPHRASING SKILLS
Involves 2 main steps:
1) Change WORDS; and
2) Change STRUCTURE.

CHANGING WORDS
1)Read the sentence to be paraphrased a number of
times.
2) Circle the specialized words.
- Circle the words focusing on the topic.
3) Underline keywords that can be changed.
4) Find alternative words for the keywords.

CHANGING WORDS

CHANGE STRUCTURE
1) Read and understand the paragraph.
2) Write down the main ideas & concepts.
- Do not copy down entire sentences.
3) Put the original away.
4) Write your paraphrase from memory.
5) Check your version against the original.

ACTIVE TO PASSIVE
Active form:
The storm destroyed dozens of houses and buildings in the inner city.
Passive form:
Dozens of houses in the inner city were destroyed by the storm.
Active: Many parents in the program failed to recognize their children’s
achievements.
Passive: Children’s achievements failed to be recognized by many parents in
the program.

PASSIVE TO ACTIVE
Passive:
The final draft of the experiment was completed last year by scientists
involved in the stem cell research.
Active:
Last year, scientists involved in stem cell research completed the final draft of
the experiment.

REMEMBER THAT…
It is not enough to change only the structure or only
the words.
You must change BOTH WORDS AND STRUCTURE.

Verb tenses – Past
• Report the contents, findings, or conclusions of past research.
Examples:
• Haberfield (1998) showed that the velocity of many enzyme reactions was
slowed down if the end product had an increased paramagnetism.
• Allington (1999) found that the temperatures varied significantly over time.

Verb tenses – Present perfect
• In citations where the focus is on the research area of several authors:
Examples:
• Several studies have provided support for the suggestion that the amount of
phonological recoding that is carried out depends on orthographic depth (Frost,
1994; Smart et al., 1997; Katz & Feldman, 2002).
• Joint roughness has been characterized by a number of authors (Renger, 1990;
Feker & Rengers, 1997; Wu & Ali, 2000).
• To generalize about the extent of the previous research:
Examples:
• Many studies have been conducted in this field.
• Few researchers have examined this technique.
• There has been extensive research into.........

Ethical Standards in Writing Review of Literature
Level 1
 Is the gravest level of plagiarism.
 It involves copying a full paper word for word, without acknowledging the source
Level 2  Involves lifting a large portion of a research work (up to 50%)
without citing its source.
Level 4
 Involves copying specific portions of another work without citing it.
 These portions may include sentences or paragraphs.
Level 3
 Involves not only the failure to cite another work used in a certain study
but also the failure to correctly paraphrase the portions of this used work.
Level 5  Is the lowest level of plagiarism according to IEEE
(Institute of Electrical and Electronics Engineers (IEEE). It involves citing a certain
source and copying heavily from it
Penalties (it varies among countries or institutions)
Sanctions (it ranges from oral warnings to suspensions)

1. Quotations must be identical to the original, using a narrow
segment of the source. They must match the source document word
for word and must be attributed to the original author.
2. Paraphrasing involves putting a passage from source material into
your own words. A paraphrase must also be attributed to the original
source. Paraphrased material is usually shorter than the original
passage, taking a somewhat broader segment of the source and
condensing it slightly.
3. Summarizing involves putting the main idea(s) into your own
words, including only the main point(s). Once again, it is necessary to
attribute summarized ideas to the original source. Summaries are
significantly shorter than the original and take a broad overview of the
source material.
What are the differences among quoting, paraphrasing, and summarizing?

• Provide support for claims or add credibility to your writing
• Refer to work that leads up to the work you are now doing
• Give examples of several points of view on a subject
• Call attention to a position that you wish to agree or disagree with
• Highlight a particular striking phrase, sentence, or passage by
quoting the original
• Distance yourself from the original by quoting it in order to cue
readers that the words are not your own
• Expand the breadth or depth of your writing
Why use quotations, paraphrases, and summaries?

Points to Remember in RL…

Elaborate pa more version 1 …

Elaborate pa more version 2 …

How to organize studies
• Thematic Arrangement
• Focus: establish how similar/different the current study from the previous one
• Chronological arrangement
• Emphasize the development and progress in a specific field of study
• Typological arrangement
• If there are sufficient studies conducted locally about the topic of your research

Making links between studies
Agreements
• Similarly, author B points to…
• Likewise, author C makes the case that…
• Author D also makes this point…
• Again, it is possible to see how author E agrees with author D…
Disagreements
• However, author B points to…
• On the other hand, author C makes the case that…
• Conversely, Author D argues…
• Nevertheless, what author E suggests…

II. References
Barrot,J.S.(2017). PracticalResearch2. (L.R.Dimagiba,A.B.Bernales,I.T.Oflas,&M.J.Ditchella,Eds.)QuezonCity:C&EPublishing.
Espinosa,A.A.(2016). PracticalResearch2. MakatiCity,Luzon,Philippines:DiwaLearningSystemsInc.
Evans,L.2001. Delvingdeeperintomorale,jobsatisfactionandmotivationamongprofessionals.EducationalManagementandAdministration,
29(3):291-306.
UtahValleyUniversity. APA:In-textCitations.AManual6thedition.goo.gl/ENqstO
Wang, Qingya; Chen, Wei; and Liang, Yu, (2011) "The Effects of Social Media on College Students". MBA Student Scholarship. Paper 5.
http://scholarsarchive.jwu.edu/mba_student/5

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