IDSB 101..

Literature
Review

UZ-Department of Languages Literature and

Culture
Focus of the unit
 The Literature Review unit is part of the Information
and Digital Skills module. The Information and Digital
Skills module is offered university wide in the first
semester of level 1. This module is strategically offered
in the first year and first semester in order to equip the
students with the skills of critically reviewing existing
literature in order to extract relevant information for
use in different academic discourses and texts such
as ,essays ,research papers ,dissertations etc. The unit
equips students with skills for building up information
from a broad range of sources, synthesizing
information and producing grammatically correct, clear
and coherent texts.
Objectives
 By the end of the unit, students are expected to be able to:
Demonstrate a comprehensive knowledge of their chosen topic,
deeper knowledge of specialist areas and an awareness of the
provisional nature of knowledge.
Organise literature to support discussion of a range of ideas and
concepts appropriate for their own investigation.
Clearly define a specific area of study and the rationale, scope and
structure of a literature review and ground the central topic of the
literature review into a task area of study.
Summarise, synthesise and paraphrase information from different
sources.
Evaluate the scholarly works of others
Make logical and balanced arguments based on the reviewed literature
Present their work in a concise, accurate and engaging manner,
clearly reporting the results of their research findings appropriately to
a given audience.
What is Academic Literature
review
 Academic literature review is a critical
account of what has been published on a
topic by accredited researchers.
 It may be:
 • A stand-alone assignment
 • An introduction to an essay, report, thesis,
etc.
 • Part of research/grant proposals
CONTEXT FOR LITERATURE
REVIEW
 There are two basic ways of knowledge acquisition -
listening and reading.
 Lecturers and peers are the sources of information
acquired through listening.
 Literature review is the process of acquiring knowledge
through reading.
 Knowledge acquired through reading comes from
academic and non-academic sources.
 Academic sources include Textbooks, journal articles
dissertations, historical texts, etc.
 Non-academic sources include magazine, newspapers.
Government reports, etc.
Benefits
 Writing a literature review will:
 • Improve your topic knowledge
 • Provide new insight on your topic to others
 • Demonstrate your literature searching abilities
 • Demonstrate your critical analysis skills
 • Demonstrate your communication/writing skills
 …your lecturer will be marking you on these
skills!
A scientific literature review is
NOT:
 • An English essay… use scientific writing!
Refer to the features of scientific writing. (to
be provided in the next topic)
 • A summary of each research article that you
read
 • Based on personal opinion or biased
towards your opinion
 • A chronological history of events in your
research area
 It is a critical analysis
Purpose of a Literature Review

The literature review is a critical look at the existing

research that is significant to the work that you are
carrying out.
 To provide background information
 To establish importance
 To demonstrate familiarity
 To “carve out a space” for further research
The purpose of a literature
review is to:
 Provide foundation of knowledge on topic
 Identify areas of prior scholarship to prevent duplication
and give credit to other researchers
 Identify inconstancies: gaps in research, conflicts in
previous studies, open questions left from other
research
 Identify need for additional research (justifying your
research)
 Identify the relationship of works in context of its
contribution to the topic and to other works
 Place your own research within the context of existing
literature making a case for why further study is needed.
Communication and advancement
of scientific knowledge!
 • Scientific knowledge is not static: reviews
help scientists to understand how knowledge
in a particular field is changing and
developing over time
 • There is a significant output of scientific
publications – literature reviews save time for
the scientific community
 • Literature reviews can lead to new scientific
insights and highlight gaps, conflicting results
and under-examined areas of research
 Elements in a Literature Review
  Locate major formative works in the field
  Ascertain key researchers working on this topic
  Fine fain ideas conclusions and theories. Establish
 similarities & differences
  Notice main methodologies & research techniques
  Identify gaps in existing research
  Show relationships between previous studies /
theories
  Provide context for your own research
  Explore existing information in the fields of research
Characteristics of
Effective Literature Reviews
 Outlining important research trends
 Assessing the strengths and weaknesses of
existing research
 Identifying potential gaps in knowledge
 Establishing a need for current and/or future
research projects
Steps for Writing a Lit Review

 Planning
 Reading and Research
 Analyzing
 Drafting
 Revising
Planning

What Type of Literature Review

Am I Writing?
Planning
 Focus
 What is the specific thesis, problem, or research
question that my literature review helps to define?
 Identifying a focus that allows you to:
 Sort and categorize information
 Eliminate irrelevant information
 Type
 What type of literature review am I conducting?
 Theory; Methodology; Policy; Quantitative;
Qualitative
Planning
 Scope
 What is the scope of my literature review?
 What types of sources am I using?

 Academic Discipline
 What field(s) am I working in?
Reflection
Take a moment to answer each of the questions in
the “Planning” section of your packet about a
literature review you are currently working on or
plan to work on.
 How many of the questions could you answer?
 What questions did this short exercise raise for
you?
Reading and Researching

What Materials
Am I Going to Use?
Reading and Researching
 Collect and read material.
 Summarize sources.
 Who is the author?
 What is the author's main purpose?
 What is the author’s theoretical perspective? Research
methodology?
 Who is the intended audience?
 What is the principal point, conclusion, thesis, contention, or
question?
 How is the author’s position supported?
 How does this study relate to other studies of the problem or
topic?
 What does this study add to your project?
 Select only relevant books and articles.
Analyzing

How Do I Assess
Existing Research?
Analyzing Sources
 A literature review is never just a list of studies
—it always offers an argument about a body of
research
 Analysis occurs on two levels:
 Individual sources
 Body of research
 Four Analysis Tasks of the
Literature Review
TASKS OF
LITERATURE
REVIEW

SUMMARIZE SYNTHESIZE CRITIQUE COMPARE

Summary and Synthesis
In your own words, summarize and/or
synthesize the key findings relevant to your
study.
 What do we know about the immediate area?

 What are the key arguments, key characteristics,

key concepts or key figures?
 What are the existing debates/theories?

 What common methodologies are used?

Sample Language for
Summary and Synthesis
 Normadin has demonstrated…
 Early work by Hausman, Schwarz, and Graves
was concerned with…
 Elsayed and Stern compared algorithms for
handling…
 Additional work by Karasawa et. al, Azadivar,
and Parry et. al deals with…
Example: Summary and Synthesis
Under the restriction of small populations, four
possible ways [to avoid premature convergence]
were presented. The first one is to revise the gene
operators. . . .Griffiths and Miles applied advanced
two-dimensional gene operators to search the
optimal cross-section of a beam and significantly
improve results. The second way is to adjust gene
probability. Leite and Topping adopted a variable
mutation probability and obtained an outperformed
result.
Example: Summary and Synthesis
Piaget’s theory of stages of cognitive development
and Erikson’s stages of psychosocial development
are commonly used for educational psychology
courses (Borich & Tombari, 1997; LeFrancois,
1997; Slavin, 1997). Piaget described characteristic
behaviors, including artistic ones such as drawing,
as evidence of how children think and what children
do as they progress beyond developmental
milestones into and through stages of development.
Comparison and Critique
Evaluates the strength and weaknesses of the
work:
 How do the different studies relate? What is new,
different, or controversial?
 What views need further testing?

 What evidence is lacking, inconclusive, contradicting, or

too limited?
 What research designs or methods seem unsatisfactory?
Sample Language for
Comparison and Critique
 In this ambitious but flawed study, Jones and
Wang…
 These general results, reflecting the stochastic
nature of the flow of goods, are similar to those
reported by Rosenblatt and Roll…
 Example: Comparison and Critique
 The critical response to the poetry of Phillis Wheatley often
registers disappointment or surprise. Some critics have
complained that the verse of this African American slave is
insecure (Collins 1975, 78), imitative (Richmond 1974, 54-
66), and incapacitated (Burke 1991, 33, 38)—at worst, the
product of a “White mind” (Jameson 1974, 414-15). Others,
in contrast, have applauded Wheatley’s critique of Anglo-
American discourse(Kendrick 1993,222-23), her revision of
literary models…
Example: Comparison and Critique

 The situationist model has also received its share

of criticism. One of the most frequently cited
shortcomings of this approach centers around the
assumption that individuals enter into the work
context tabula rasa.
Evaluative Adjectives
 Unusual  Complex
 Small  Competent
 Simple  Important
 Exploratory  Innovative
 Limited  Impressive
 Restricted  Useful
 Flawed  Careful
Analyzing: Putting It All Together
Once you have summarized, synthesized, compared,
and critiqued your chosen material, you may
consider whether these studies
 Demonstrate the topic’s chronological development.

 Show different approaches to the problem.

 Show an ongoing debate.

 Center on a “seminal” study or studies.

 Demonstrate a “paradigm shift.”

Analyzing: Putting It All Together

 What do researchers KNOW about this field?

 What do researchers NOT KNOW?

 Why should we (further) study this topic?

 What will my study contribute?

Drafting

What Am I
Going to Write?
Drafting: An Overview
To help you approach your draft in a
manageable fashion, this section addresses
the following topics:
 Exigency
 Thesis Statement
 Organization
 Introduction and conclusion
 Citations
Thesis Statements
The thesis statement offers an argument about
the literature. It may do any of or a
combination of the following:
 Offer an argument and critical assessment of the literature
(i.e. topic + claim).
 Provide an overview of current scholarly conversations.
 Point out gaps or weaknesses in the literature.
 Relate the literature to the larger aim of the study.
Organization
Five common approaches to organizing the
body of your paper include:
 Topical
 Distant to close
 Debate
 Chronological
 Seminal Study
Topical: Characteristics
 Most common approach

 Breaks the field into a number of subfields,

subject areas, or approaches
 Discusses each subsection individually, sometimes
with critiques of each
 Most useful for organizing a large body of
literature that does not have one or two studies
that stand out as most important or a clear
chronological development
Topical: Typical Language
 Three important areas of this field have received
attention: A, B, C.
 A has been approached from two perspectives F
and G.
 The most important developments in terms of B
have been…
 C has also been an important area of study in this
field.
Distant to Close: Characteristics
 A type of topical organization, with studies
grouped by their relevance to current research.
 Starts by describing studies with general
similarities to current research and ends with
studies most relevant to the specific topic.
 Most useful for studies of methods or models.
Distant to Close: Typical Language

 Method/Model M (slightly similar to current

research) addresses …
 Drawing upon method/model N (more similar to
current research) can help . . .
 This study applies the procedure used in
method/model O (most similar to current research)
to . . .
Debate: Characteristics
 Another type of topical approach, with a
chronological component.
 Emphasizes various strands of research in which
proponents of various models openly criticize one
another.
 Most useful when clear opposing positions are
present in the literature.
Debate: Typical Language
 There have been two (three, four, etc.) distinct
approaches this problem.
 The first model posits…

 The second model argues that the first model is

wrong for three reasons. Instead, the second model
claims…
Chronological: Characteristics

 Lists studies in terms of chronological

development
 Useful when the field displays clear
development over a period of time
 Linear progression
 Paradigm shift
Chronological: Typical Language

 This subject was first studied by X, who

argued/found…
 In (date), Y modified/extended/contradicted X’s
work by…
 Today, research by Z represents the current state
of the field.
Seminal Study: Characteristics

 Begins with detailed description of extremely

important study.
 Later work is organized using another pattern.

 Most useful when one study is clearly most

important or central in laying the groundwork for
future research.
Seminal Study: Typical Language

 The most important research on this topic was the

study by X in (date).
 Following X’s study, research fell into two camps
(extended X’s work, etc.)
Introductions

 Indicate scope of the literature review.

 Provide some background to the topic.
 Demonstrate the importance or need for
research.
 Make a claim.
 Offer an overview/map of the ensuing
discussion.
 Example: Introduction
 There is currently much controversy over how nonhuman primates
understand the behavior of other animate beings. On the one hand, they
might simply attend to and recall the specific actions of others in
particular contexts, and therefore, when that context recurs, be able to
predict their behavior (Tomasello & Call, 1994, 1997). On the other hand,
they might be able to understand something of the goals or intentions of
others and thus be able to predict others’ behaviors in a host of novel
circumstances. Several lines of evidence (e.g., involving processes of
social learning; Tomasello, 1997) and a number of anecdotal observations
(e.g., Savage-Rumbaugh, 1984) have been adduced on both sides of the
question, but few studies directly address the question: Do nonhuman
primates understand the intentions of others?
Conclusions

 Summarize the main findings of your

review.
 Provide closure.
 Explain “so what?”
 Implications for future research.
OR
 Connections to the current study.
Example: Conclusion
 In summary, although there is some suggestive evidence that
chimpanzees may understand others’ intentions, there are also
negative findings (e.g., Povinelli et al., 1998) and a host of alternative
explanations. As a consequence, currently it is not clear whether
chimpanzees (or other nonhuman primates) distinguish between
intentional and accidental actions performed by others. In contrast,
there are several studies indicating that children as young as 14
months of age have some understanding of others’ intentions, but the
lack of comparative studies makes it difficult to know how children
compare to apes. This study is the first to directly compare children,
chimpanzees, and orangutans with the use of a nonverbal task in
which the subjects were to discriminate between the experimenter’s
intentional and accidental actions.
Citing Sources
If it’s not your own idea (and not common
knowledge)—DOCUMENT IT!
 Paraphrase key ideas.

 Use quotations sparingly.

 Introduce quotations effectively.

 Use proper in-text citation to document the source of ideas.

 Maintain accurate bibliographic records.

Citing Sources: Things to Avoid

 Plagiarism
 Irrelevant quotations.
 Un-introduced quotations.
Examples: Citing Sources
 Quoting: Despite pleasant depictions of home life in art, the fact
remains that for most Seventeenth-century Dutch women, the home
represented a curtailment of some degree of independence. Art
historian Laurinda Dixon writes that “for the majority of women,
however, home was a prison, though a prison made bearable by love
and approval” (1995, p. 136 ).
 Paraphrasing: Despite pleasant depictions of home life in art, the fact
remains that for most Seventeenth-century Dutch women, the home
represented a curtailment of some degree of independence. Art
historian Laurinda Dixon argues that the home actually imprisoned
most women. She adds that this prison was made attractive by three
things: the prescriptions of doctors of the day against idleness, the
praise given diligent housewives, and the romantic ideal based on love
and respect (1995, p. 136).
Revising

How Can I
Fine-tune My Draft?
Some Tips on Revising
 Title: Is my title consistent with the content of my paper?
 Introduction: Do I appropriately introduce my review?
 Thesis: Does my review have a clear claim?
 Body: Is the organization clear? Have I provided
headings?
 Topic sentences: Have I clearly indicated the major idea(s)
of each paragraph?
 Transitions: Does my writing flow?
 Conclusion: Do I provide sufficient closure? (see p. 10)
 Spelling and Grammar: Are there any major spelling or
grammatical mistakes?
Writing a Literature Review:
In Summary
 As you read, try to see the “big picture”—your literature
review should provide an overview of the state of research.
 Include only those source materials that help you shape
your argument. Resist the temptation to include
everything you’ve read!
 Balance summary and analysis as you write.
 Keep in mind your purpose for writing:
 How will this review benefit readers?
 How does this review contribute to your study?
 Be meticulous about citations.