Writing a Literature Review Today’s date / presenter name / etc Example layout without background image @ncl_wdc Writing Development Centre Explore the possibilities

Your session, your questions

Today’s session The purpose of the Literature Review: process and product Critical reading Structuring your review Writing critically: foregrounding your authorial voice @ncl_wdc Writing Development Centre Explore the possibilities

What is the purpose of a literature review? Think about the literature review as: A process A product

Reading: a questions approach Consider approaching the literature with a set of questions you’d like answers to. Focuses your reading (and note-taking) Allows you to record relevant information from every item you read Approach texts with a deliberate categorising strategy These questions may change, or you may add to them as you go See Pat Thomson for more: https://patthomson.net/2013/11/28/a-questions- approach-to-the-literature-review/ Using questions on a ‘macro’ level to help you scope the literature

Critical Reading: a questions approach Read the abstract then: List the questions you could ask of the text List the questions you could ask of your use of the text Using questions on a ‘micro’ level to help you evaluate the literature

Three Domains of Critical Reading Validity: On its own terms Context: discipline/profession, authors, currency, bias     What are they doing? Research Question/Aims/Hypothesis  How did they do it? Methods, Theories, Approaches, Models and Materials   How do they know? Argument, evidence, logic and reasoning What do they say? Findings and conclusions

Three Domains of Critical Reading Relevance: Usefulness to you Context: discipline/profession, authors, currency, bias     What are they doing? Research Question/Aims/Hypothesis  How did they do it? Methods, Models and Materials   How do they know? Argument, evidence, logic and reasoning What do they say? Findings and conclusions

Three Domains of Critical Reading Synthesis: In relation to others Context: discipline/profession, authors, currency, bias     What are they doing? Research Question/Aims/Hypothesis  How did they do it? Methods, Models and Materials   How do they know? Argument, evidence, logic and reasoning What do they say? Findings and conclusions Synthesis and note-taking: your note-taking practices might need to be adapted to aid the process of synthesis

Three Domains of Critical Reading Validity: On its own terms Synthesis: In relation to others Relevance: Usefulness to you Context: discipline/profession, authors, currency, bias     What are they doing? Research Question/Aims/Hypothesis  How did they do it? Methods, Models and Materials   How do they know? Argument, evidence, logic and reasoning What do they say? Findings and conclusions

Planning and structuring your review Establish your own agenda What will your Literature Review do? What moves does it need to make? There may be more than one function/purpose

Structural principles Chronological Schools of thought Sides of a debate Methods, theories, approaches Development of a field Themes THE GAP Aspects of a whole Theory to practice Macro to micro Different contexts General to specific

Critical writing: foregrounding your authorial voice Read the extract and consider: What techniques could the author use to foreground their authorial voice more effectively?

Authorial voice: issues to consider Where you place your point Where you place citations The type of citation you use (integral or non-integral) Your use of reporting verbs (in integral citations)

Writing critically: types of citation Two types of citation: Integral: The author’s name appears in the sentence. Example: Lillis (2001) argues that both tutors and students often lack explicit knowledge of the conventions governing the construction of academic texts. Non-integral: The author’s name appears outside sentence. Example: Both tutors and students often lack explicit knowledge of the conventions governing the construction of academic texts (Lillis, 2001).

Writing critically: types of citation Integral citations Reporting verbs are useful indicators of the writer’s stance in relation to the sources cited. Integral citations place emphasis on different interpretations. Non-integral citations Non-integral citations place emphasis on the information. Not always clear where the citation starts Possible blurring of writer’s voice You will use a combination of integral and non-integral citations in your literature review

Writing critically: reporting verbs Neutral verbs – imply accepted fact or opinion Webster states, establishes, shows, demonstrates, notes, confirms, observes, illustrates, points out, finds ‘Loaded’ verbs – imply that it’s just an opinion – you may then disagree, express reservation, note other possible arguments: Webster claims, asserts, contends, maintains, argues, suggests Link words stating your own view Agreeing: Indeed, Thus, Clearly, Therefore Disagreeing: However, and yet, Rather, Instead, but

The Writing Development Centre Develop your academic skills Revise effectively Critically review literature Structure essays Use drafting & editing techniques Make the most of lectures & seminars Manage your dissertation or PhD thesis Avoid plagiarism Improve your exam technique Take effective notes Think critically Interpret essay questions Understand assessment criteria Read efficiently Argue convincingly Plan assignments Manage your time Express ideas confidently No need to read out the whole range – it’s impressionistic. Key points -We cover a range of academic skills topics, not limited to writing. We cover specifically writing for learning and assessment, not other types. We look at both the process of learning/studying/writing, and also the product ie from interpreting an assignment question through planning/structuring, reading/critiquing/building argument to drafting/editing. We don’t teach English as a second language, though we can help explain minor grammar and style issues where they relate to academic writing. Our approach is developmental – we don’t check or correct work for you (no proofreading) but we help you to develop the skills to become an effective, independent learner.

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