Transcript Writing a Literature Review

SURVEYING THE
LANDSCAPE
How to Write a Literature Review
W H AT A L I T R E V I E W I S N OT
WHAT A LIT REVIEW IS
•
Broad survey of sources on a
particular topic
•
Synthesis of those sources in terms
of relationship to topic
•
Analysis of those sources by points
of comparison/contrast &
evaluation
•
Presentation of Sources in order to
demonstrate which aspects require
further research
WHAT DOES IT LOOK LIKE?
Researchers have conducted studies about siblings of special needs and autistic children because this
group is vulnerable to adjustment difficulties (Cuskelly, 1999). In fact, specialists have compared the siblingautism relationship to the MR relationship. They have also studied the importance of the family, and particularly
the mother, in this relationship. In addition, Kaminsky and Dewey (2001) found that the autism-sibling
relationship is characterized by less intimacy and pro-social behavior. This study likewise reports that these
relationships were marked by fewer instances of quarreling. While this phenomenon may occur because of the
unique situation of the autism-sibling relationship, less fighting is also a positive illustration of a relationship
marked by more admiration. Furthermore, Rivers and Stoneman (2003) define this relationship as asymmetrical.
These results are also similar to the MR-sibling relationship, as reported by Knott, et al. (1995). Rivers and
Stoneman (2003) reveal, too, that parents worry about the autism-sibling relationship in their families. The
importance of the family’s influence on the autism-sibling relationship is very useful for this research
study and thus, will be discussed in the conclusion of the literature review.
~Ellen Geib, CU Writing Center Tutor, 2010-11
HOW DID SHE DO THAT?
 Conduct in-depth research
 Organize your sources by sub-topics: One sub-topic/paragraph
 In the first sentence of each paragraph, transition from the previous paragraph;
then compose a topic sentence for the paragraph
 Sum up each source in terms of what research shows
 Discuss both the similarities and the differences between those sources
 Evaluate the sources’ contributions to your (future)
 At the end of each paragraph, make a synthesis statement
HOW TO GET FROM
POINT A TO POINT B
Or: How do I write this thing?
INVEST IN THE
RESEARCH PROCESS
Examine a wide array of resources for ideas on topic selection:
Textbooks
Titles and abstracts of other articles
Broad theories (as areas for exploration)
Delimitations (to find a niche)
RESEARCH STRATEGIES
Use RefWorks to help you keep your research organized.
Be professional in your selection of sources: Peer-reviewed articles are a BIG deal.
Databases are an enormous resource for a literature review assignment.
PsychARTICLES, PsychINFO, ERIC, etc.
Abstract databases are helpful; if used, be sure to order articles. You can’t
cite from mere abstracts in your paper. You must read and cite the
entire article.
Remember to use your database’s thesaurus to explore more options for
research.
Use every search tool available to you. Google Scholar can be useful, if
and only if your professor allows Internet research.
A NOTE ON
NOTE TAKING . . .
 Paraphrase carefully
• Avoid plagiarism!
• Must translate original source into your own words & sentence syntax
• Use appropriate documentation style per assignment (APA, MLA,
Turabian, etc.)
 Paraphrase accurately
• Double check with original source
• Fix whatever you’ve misrepresented or taken out of context
 Paraphrase far more than you quote (quote only once or twice)
EVALUATING RESEARCH
Ensure your information is both accurate and unbiased.
Some Internet sources can be very up-to-date and therefore can be especially
useful if statistics are required. (FedStats.gov, state government Web sites, etc.)
Be guarded against any research that claims to “prove” an idea. Unequivocal
results are rare.
Consider each study’s methods, measurements, and significance to evaluate
whether you should use it.
Finally, use caution when you encounter research studies--especially qualitative
research studies--that attempt to show causality.
EVALUATING RESEARCH
Eliminate Irrelevant Sources
Add Relevant Sources
 Sources that don’t relate to one
 Do more research to find
another in terms of theme/topic,
sources you can compare &
methodology, etc.
 Sources that aren’t peerreviewed
 Sources that may be too
obscure
contrast
 Do more research to find
sources that are significant and
peer-reviewed
WRITE YOUR THESIS
 Argue for a particular evaluation of the research or perspective on
the research in one sentence near the end of your introduction
 Examples:
• The current trend in treatment for congestive heart failure
combines surgery and medicine.
• More and more cultural studies scholars accept popular media
as a subject worthy of academic consideration.
• Source of examples:
http://writingcenter.unc.edu/resources/handoutsdemos/specific-writing-assignments/literature-reviews
TIME TO ORGANIZE
Begin grouping your sources by topic, delimitation,
and chronology. Make piles on a large table.
Literally. 
Pay extremely good attention to key definitions as
you do your research.
Establish which studies are going to be most
important for your review; take more thorough
notes on these studies.
TIME TO ORGANIZE
Break the “string of pearls”: This is not an annotated
bibliography.
Follow Your Thesis
Organize material so it fits a logical structure (3 basic
choices):
• Chronology of publications or trend(s) or
• Methodology of research studies or
• Themes discovered in research
START WRITING
 Put the piles of raw research
into the organizational
structure you’ve chosen to use.
Write Introduction:
Identify the topic
 Create a topic outline before
Establish the topic’s
importance
you begin drafting.
Define any crucial terms
 Remember as you outline:
Engage in any theoretical
discussions that are
necessary for the logic of
your literature review
Logical cohesion and flow are
vital!
WRITE THE THING
Follow your topic outline
as you write.
Develop and maintain a
logical progression (think:
giant funnel). This paper is not a
(glorified) list.
Compare/Contrast studies,
noting consistencies in and
relationships between the literature.
Evaluate which studies are
stronger than others and why .
Specify the implications of your
information and any suggestions for
further research.
FLUENT WRITING
 Every paragraph should flow
from & connect back to the thesis
 Each paragraph should flow
from & develop its topic sentence
 Use transitions!
WHAT DOES IT
LOOK LIKE AGAIN?
Researchers have conducted studies about siblings of special needs and autistic children because this
group is vulnerable to adjustment difficulties (Cuskelly, 1999). In fact, specialists have compared the siblingautism relationship to the MR relationship. They have also studied the importance of the family, and particularly
the mother, in this relationship. In addition, Kaminsky and Dewey (2001) found that the autism-sibling
relationship is characterized by less intimacy and pro-social behavior. This study likewise reports that these
relationships were marked by fewer instances of quarreling. While this phenomenon may occur because of the
unique situation of the autism-sibling relationship, less fighting is also a positive illustration of a relationship
marked by more admiration. Furthermore, Rivers and Stoneman (2003) define this relationship as asymmetrical.
These results are also similar to the MR-sibling relationship, as reported by Knott, et al. (1995). Rivers and
Stoneman (2003) reveal, too, that parents worry about the autism-sibling relationship in their families. The
importance of the family’s influence on the autism-sibling relationship is very useful for this research
study and thus, will be discussed in the conclusion of the literature review.
~Ellen Geib, CU Writing Center Tutor, 2010-11
YOUR TURN TO TRY!
Write a sample body paragraph for your literature review
END WELL
Conclusion
• Specifically identify the study that will follow (i.e., your
original study!) as a result of this literature review.
• Specifically identify the study that should follow (i.e., the
original study that some researcher should do) as a
result of this literature review.
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