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Writing a Literature Review
Today’s date / presenter name / etc Example layout without background image @ncl_wdc Writing Development Centre Explore the possibilities
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Your session, your questions
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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
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What is the purpose of a literature review?
Think about the literature review as: A process A product
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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: approach-to-the-literature-review/ Using questions on a ‘macro’ level to help you scope the literature
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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
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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
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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
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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
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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
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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
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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
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Critical writing: foregrounding your authorial voice
Read the extract and consider: What techniques could the author use to foreground their authorial voice more effectively?
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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)
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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).
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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
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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
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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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Notice and Take Down Policy
Newcastle University seeks to observe the highest standards of compliance with the law and the rights of rights holders, while publishing research and teaching resources to support our students and staff and contribute to academic practice. If you are a rights holder and are concerned that you have found material on our website or legitimately under our name elsewhere, for which you have not given permission, or is not covered by a limitation or exception in laws of the UK or other countries (as relevant), please contact us in writing stating the following: your contact details the full bibliographic details of the materials the exact URL or other location where you found the material proof that you are the rights holder and a statement that, under penalty of perjury, you are the rights holder or are an authorised representative Contact details Web:
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