1. Literature Review Introduction
Adapted from resources provided by the College Board

2. Lesson 8: Focus
What do you think is meant by the term literature review, and what purpose does it serve in academic research?
What have you already learned about literature reviews from your work on the annotated bibliography?

3. Confusing Phrases
The term “review of literature of the field” is how a literature review is described in the AP Research course.
You need to know that a literature review and the review of the literature of the field are congruous phrases.
The literature review for AP Research is present in the element of the Academic Paper called the Introduction.

4. Academic Paper Required Elements

5. What is in a Literature Review?
In the task descriptions for the Academic Paper, the Introduction element must:
Provide background and contextualize the research question/ project goal and initial student assumptions and/or hypotheses.
Introduce and review previous works in the field, synthesizing information and a range of perspectives related to the research question/project goal.
Identify the gap in the current field of knowledge to be addressed.
A literature review must do these things:
Be organized around and related directly to the thesis or research question
Synthesize results into a summary of what is and is not known about the topic of inquiry
Identify areas of controversy in the literature
Formulate questions that need further research
Suggest fresh insights into the topic
In essence, the introduction element is the literature review of the academic paper. This element of their Academic Paper is about evaluating perspectives and adopting such for the purpose of defining and situating their topic of inquiry. It is also about finding rationale to support their decisions for their choice of method, data organization, data analysis, and communication style.

6. Questions to Answer while working on the Literature Review
Has someone else answered my research question already?
How will I know I have spent enough time considering the contributions of others?
How do I insert myself into an intellectual conversation and make meaningful contributions?
What is meant by finding the gap in the knowledge of the field?
Do I have to read every article out there remotely related to my study?
It’s important to point out here that students do have to perform a comprehensive literature review. This is a year long course (with the final paper due-scored by April 30th). If students only read 10 articles to situate their research question and to ensure that their study isn’t a duplication of someone else’s work, is that really enough. I would argue “no”. Students should have read anywhere between articles/texts/sources to ensure their work is new and valuable. I believe that is doable. However, you as the teacher should be the judge as to what constitutes a “comprehensive” review of the literature of the field. Ultimately, you are the scorer.

7. What Literature Reviews can do?
1. Can help you determine if the problem you have identified has already been researched.
2. Might give you new ideas, perspectives, and approaches to help you proceed in designing the study.
3. Can point out methodological problems specific to the research question you are studying and how others have handled these problem
4. Can identify whether special groups or special pieces of equipment are needed.
5. Will provide needed information for preparing the research report, because this research report requires that you not only set your study in the context of prior studies but also that you discuss the results in relation to other studies.
“A literature review is not an annotated bibliography or a simple description of major theories and concepts. A literature review is not about everything written on the topic; the scope and bounds of the review need to be logical and delineated” (Simon, 2011).

8. Academic Paper Rubric

9. 9 Step to Writing a Literature Review
Find a working topic
Review the literature
Focus your topic narrowly and select sources accordingly
Read selected sources thoroughly and evaluate them
Organize the selected sources by looking for patterns and by developing sub-topics
Develop a working thesis
Organize your own literature review based on the findings from steps 4 & 5
Write the body of your literature review
Look at what you have written; focus on analysis, not description
pp. 4-5

10. Analysis vs. description
Contrast Student A model with Student B model
Why is the Student B model more effective as part of a literature review than the Student A model?
pp. 4-5

11. Comparing Annotated Bibliography & Literature Review
Comparing the Annotated Bibliography to the Literature Review.pdf
pp. 6-7

12. How Does a Literature Review Appear Differently for Each Discipline?
Each discipline values/emphasizes information pertaining to the literature review differently.
Therefore, literature reviews appear different in academic papers from discipline to discipline.
Students must be able to identify different organizing principles for the literature review in order to determine their own organizing principles.
Students must “organize” their literature review to effectively get their point across about the importance of their inquiry, where it is situated in the field of knowledge, and the rationale behind their inquiry choices.

13. Humanities
Even though these sections are labeled, combined, they make up the literature review for this paper.
This is just ONE example. Students should read several research papers pertaining to their topic/discipline to get a comprehensive view of the organizing principles the want to choose from for their own literature review.
The author describes what is known about the topic of inquiry and then describes the paradigm or framework by which they will interpret the associated text in order to engage in the research (took up about four pages).

14. Science/Engineering
This literature review took up about a page at most and contextualized the processes that were used in the past to alleviate a problem and then provided rationale for the processes the researcher engineered to address a problem.
This is just ONE example. Students should read several research papers pertaining to their topic/discipline to get a comprehensive view of the organizing principles the want to choose from for their own literature review.

15. Organizing Principles of Humanities vs. Science Literature Reviews
Academic Paper Title
Discipline Associated with Academic Paper
Brief Description of Organizing Principles of the Literature Review or Introduction
To House a Moor and End a Marsh: Jane and Imperialism through Liminal and Structural Processes in Jane Eyre
Humanities
Longer
Section to introduce the text
Section to introduce the interpretive framework
A Plan for Conversion of Stormwater to Groundwater Recharge on the Utah
Science/Engineering
 Shorter
Section to contextualize the problem
Describes what processes have been used in the past

16. Models in your packet: Finding Organizing Principles of Literature Reviews
1. Spend 10–15 minutes reading the literature review/introduction of the academic paper assigned to your group. 9pp. 2. On chart paper, record a brief explanation of the organization or structure of this component of your assigned academic paper. 3. Be prepared to share how the structure of this component of the paper meets the need for the literature review to define, contextualize, analyze, and synthesize what is known in the field so that the student’s topic of inquiry and associated choices about their inquiry process are clearly conveyed. 4. Record the differences in structure and organizing principles for these three papers in the table from the previous section. pp

17. Organizing Principles for Literature Reviews
Academic Paper Title
Discipline Associated with Academic Paper
Brief Description of Organizing Principles of the Literature Review or Introduction
Implementation of a Ten-Tone Equal Temperament System
Art
Following Sweden’s Success: Promoting Intercultural Citizenship in the United States
History
Victim Worthiness: The Effect of Media Coverage on the Portrayal of Homicide Victims
Social Science

18. Organizing Principles for Literature Reviews: Group Practice on Education Papers
One half of the room reads Quant model; the other half of the room reads Qual model
Read independently to describe the following items:
Overall structure & format of entire lit review (basically, make an outline)
Structure of each paragraph
Use of evidence:
How much evidence is used overall? (HINT: count the citations)
How many different sources are used in each paragraph?
Is the evidence summary, paraphrase, or direct quotes?
Overall purpose of the literature review
In small groups, share out answers
Come to a consensus on structure
Pick a reporter to share with the whole class
Academic Paper Title
Method
Can High School Achievement Tests Serve to Select College Students?
Quantitative
Nonacademic Effects of Homework in Privileged, High-Performing High Schools
Qualitative or mixed method

19. Basic Outline for Literature Review
Introduction
History
Definitions
Current Situation of Topic
Call for Research OR
These do NOT work well for Content Analysis or Linguistic Analysis (i.e., Big Hero 6 model paper).

20. Reflection-Include your response in your workbook.
What strategy will you use to understand the varying organizing principles of the literature review/introduction of an academic paper?
How will you organize your literature review/introduction to include all the sources and evidence that you need to contextualize your inquiry in a broader context/academic conversation AND to provide effective rationale for all the choices you will have made during the inquiry process?

21. Moving from Lit Review to My Own Research

22. Persuasive Essay vs. Informative Essay vs. Research Paper
Components
Persuasive Essay
Informative Essay
English Class Research Report
Introduction
Identify problem (proposition/assertion)
Introduction of topic
Define the topic
Body
Take a stance (pro/con) and generate claims with appropriate evidence to support your stance using a variety of appeals (logos, pathos)
Address anticipated challenges to argument
Summarize and organize major findings based on pertinent information
Contains facts and information, not personal opinion based on fact with the goal of educating audience.
Identify the information you need to understand the topic
Select the best sources
Extract relevant data
Organize, synthesize, and present information from multiple sources
Conclusion
Present final conclusion with the goal of “winning” by persuading your audience to accept your position.
Make conclusion flow from the facts and synthesis presented in body of paper
Make conclusion (including significance) flow from the facts and synthesis presented in body of paper
Thoughts – generally “persuasive” writing is differentiated from “argument” in the English classroom through a few nuances that include: persuasion often assumes that the author/speaker has the goal of “winning” by successfully persuading their intended audience. There is also often the assumed element of the use of emotional reasoning with a Persuasive Essay. (appeals to Pathos, don’t you know!) Whereas, “Argumentation” assumes logical reasoning (as opposed to emotional appeals) to convince the audience. Most courses (college and high school) now use the umbrella of argument to include a number of subcategories, and persuasion would fall under this umbrella.

23. Components of the AP Research Academic Paper
Required Element
Description
Introduction
Provides background and contextualizes the research question/project goal and initial student assumptions and/or hypotheses.
Introduces and reviews previous work in the field, synthesizing information and a range of perspectives related to the research question/project goal.
Identifies the gap in the current field of knowledge to be addressed.
Method, Process, or Approach
Explains and proves justifications for the chosen method, process, or approach.
Results, Product, or Findings
Presents the findings, evidence, results, or product.
Discussion, Analysis, and/or Evaluation
Interprets the significance of the results, product, or findings; explores connections to the original research question/project goal.
Discusses the implications and limitations of the research or creative work.
Conclusions and Future Directions
Reflects on the process and how this project could impact the field.
 Discusses possible next steps.
Bibliography
Provides a complete list of sources cited and consulted in the appropriate disciplinary style.

24. Differences between AP Seminar and AP Research Paper
AP Seminar Paper
AP Research Paper
AP Research Instructional Strategy Needed
* Just an introduction of the argument and topic
Introduction (Literature Review)
Finding gap in knowledge base and situating study question/purpose into this gap. X
Method/Process/ Approach
Research Methods-overview and rationale for using
Results/Product/Findings
How to report findings and connect to research question 
Discussion/Analysis/
Evaluation
How to evaluate significance of results
* Conclusion only
Conclusions/Future Directions
Reflecting on future work
*style not prescribed
Bibliography
*Using appropriate style associated with discipline of inquiry
AP Seminar paper-students tie their question to the source material (guided inquiry). AP Research-students develop their own question. AP Seminar-students develop an argument-make claims etc. based on evidence. AP Research-students engage in open inquiry to provided data to help understand question-and tie their new understanding to knowledge of the field.

25. AP Research vs. AP Seminar-Differences in Processes and Product
Identifying the gap in the current field of knowledge to be addressed
Asking a question (that has yet to be answered)
Addressing personal assumptions, hypotheses, and/or definitions
Situating that question into the larger body of work on that topic
Explaining and providing justification for the chosen method, process, or approach for data/information collection and analyses.
Coding, categorizing, analyzing, and evaluating that data for its merit in supporting your assumptions and hypotheses pertaining to one’s question.
Connecting research question to the knowledge of the field
Introducing and reviews previous work in the field, synthesizing information and a range of perspectives related to the research question/project goal.

26. AP Research vs. AP Seminar-Differences in Processes and Product
Making a conclusion, claim, or new understanding that is a new piece of information or piece of the puzzle, and then finding how it connects to the larger body of knowledge.
Discussing limitations, significance, implications of research
Reflecting on possible next steps or secondary study
This process ensures that one who engages in scholarly research is part of the academic conversation (even starting an academic conversation) and not just repeating the parts of the conversation.
For this slide, an important distinction to make is that this is an evidence-based piece, the primary purpose of which is to present evidence to answer a research question. …as opposed to the other varieties (above) which are either ONLY to present information, or PRIMARILY to persuade the audience of the author’s point by (by appeals to emotion at times), rather than to explore the various associated/appropriate perspectives related to the area of investigation. (and of course, the others do not touch on methodology, credibility or reliability of evidence, etc)

27. Identifying the Gap
Students do not have to read thousands of scholarly, peer-reviewed articles and foundational texts to make sure that their research question has never been asked before.
However, students’ research questions should be narrow enough in scope, focus, population, genre, etc. so the student can reasonably rationalize that their particular question/study has not been performed before.
It should be obvious from 1-3 foundational texts and scholarly, peer-reviewed sources/articles that the student’s inquiry will add to the body of the knowledge of the field and not simply report back what is already known.

28. Example Bridge Choose aligned method Develop effective RQ
Synthesize new knowledge
Develop effective RQ
Identifying a gap
Example Bridge

29. The Body of Knowledge (what is known)
The Phenomenon
Point out that engaging in research is different from debating, or making an argument, or taking a stance. It’s about asking a question (that has yet to be answered about a phenomenon). The green puzzle pieces linked together represent what is currently known through research about that phenomenon (this is the body of knowledge). Students must find a gap in the understanding of the phenomenon or body of knowledge and situatie that question into the larger body of work on that topic, gathering data/information about that specific topic, coding, categorizing, analyzing, and evaluating that data for its merit in supporting your assumptions and hypotheses pertaining to one’s question. Next one must make a conclusion or claim that is a new piece of information or piece of the puzzle, and then find how it connects to the larger body of knowledge. This process ensures that one who engages in scholarly research is part of the academic conversation and not just repeating the parts of the conversation.

30. Change in Knowledge of the Field about a Phenomena as Student Engages in Research
Gathering, coding, categorizing, analyzing
synthesizing
Evaluating
Evaluating
reviewing
connecting
und
situating
Larger body of
work
Click the mouse to show how this graphic was made. This graphic pertains to collection of Primary Source Data-synthesis of unknown information-usually in sciences (social, natural, physical, hard)
Before the student engages in research
Student interacting with knowledge of field
Student adding to the body of knowledge

31. Change in Knowledge of the Field about a Phenomena as Student Engages in Research
synthesizing
Evaluating
Evaluating
reviewing
connecting
Gathering, coding, categorizing, analyzing
und
situating
Larger body of
work
Click the mouse to show how this graphic was made. This graphic pertains to Secondary Source Data collection for a meta study and re-interpretation of what is already known into a new perspective or new understanding-usually in humanities, arts, histories
Before the student engages in research
Student interacting with knowledge of field
Student adding to the body of knowledge

32. Recommendations from Ms. Lott
5 historically significant sources
8 articles or research studies that discuss the current climate and gap (with various perspectives of the topic/question)
5 true research studies in your discipline to help with potential methods and data analysis
2 wild cards that connect to research question
For data analysis
Internal and external validity
Quantitative and qualitative treatment
Chapters 14 & 15 from Research Methods, Design, and Analysis, 11th Edition by Larry B. Christensen, R. Burke Johnson, and Lisa A. Turner

33. Questions for Reflection
1. Look at the Academic Paper rubric (Appendix 32) rows 4-8. What is the difference in achievement with this performance task between a student who successfully completes these rows and those who go beyond?
2. How well will you perform on the academic paper if you engage in a debate on the pros and cons of an issue and form your own stance? Is this enough?
3. How will you demonstrate that the question you are asking and the knowledge or understanding that you are creating through your study is new and not already known?

34. Academic Paper Rubric

35. Show participants how to use this template to “engage” with a source.pp

36. To what extent do school-based drug education programs succeed in reducing drug use in teens?
Read the article “Project DARE Outcome Effectiveness Revisited” (Appendix 5) and use the “They Say/I Say” template   to identify specific elements that address your research question (see workbook).
Compare your findings with those identified by the trainer.
Are there certain parts of this template you may have difficulty with?
Does the article clearly describe or suggest ways in which the research could be extended? Refuted?

37. They Say, I Say Template Key
In recent discussions of high school student drug use, a controversial issue has been whether the Project D.A.R.E. (Drug Abuse Resistance Education) program has been effective. On the one hand, some argue that the direction of the effect of D.A.R.E. is generally positive. On the other hand, however, West and O’Neal argue that these positive effects may simply be due to chance.
West and O’Neal’s argument that D.A.R.E. is ineffective could be questioned if new research is done on the “new D.A.R.E.” program, which has undergone substantial revisions beginning in 2001.

38. Constructing Meaning from Multiple Sources
Using the same article, fill in the “Constructing Meaning from Multiple Sources” template.
Then, read the article, “Do Adolescents Perceive Police Officers as Credible Instructors of Substance Abuse Prevention Programs?” (see Appendix 6) and fill in the second column of the template.
If you have time, complete Part II of the template.
This step is used to construct meaning from two sources and can also be graded by teachers to assess the students’ ability to construct meaning (Marzano strategy: summarizing and note-taking).
If there is still time, pair up and assess each other’s work with the rubric at the bottom of the template.

39. Part I Key Constructing Meaning from Multiple Sources
Conduct a close rereading of two articles. Then complete the worksheet below.
Issue: To what extent do drug education programs succeed in school settings?
Article 1 Citation:
West, S. L. & O’Neal, K.K. (2004). Project D.A.R.E. outcome effectiveness revisited. American Journal of Public Health, 94(6),
Article 2 Citation:
Hammond, A., Sloboda, Z., Tonkin, P., Stephens, R., Teasdale, B., Grey, S. F., & Williams, J. (2008). Do adolescents perceive police officers as credible instructors of substance abuse prevention programs? Health Education Research, 23(4),

40. Part II Key (Partial) West & O’Neal (2004) Hammond et. al (2008)
Elements for Comparison and Contrast
West & O’Neal (2004)
Hammond et. al (2008)
Description in my own words
Evidence from the text
(include direct quotes, page numbers)
Explicit Meaning
What is the author’s intended message?
How does the author convey this message?
The authors combine several studies to determine that the D.A.R.E. program is not effective in preventing alcohol, tobacco, and illicit drug use amongst teenagers .
“Four of the included studies noted no effect of D.A.R.E. relative to control conditions, and 1 study noted that D.A.R.E. was less effective than the control condition” (p. 1028).
The authors identify a gap in the existing literature about D.A.R.E.’s effectiveness: namely, that the participants’ attitudes towards their instructors play a crucial role in the outcomes.
Hammond et. al (2008) point out a number of studies that show just how important previous encounters with police are in defining attitudes that adolescents may develop to a D.A.R.E. presenter who is a police officer (p. 683).
Responses will vary

41. Homework due next class
You will turn in a hard copy of your findings
Use the scholarly article you chose as essential to your research
Reread the introduction/literature review
Describe in detail the following items:
Tone (i.e., diction, point of view: first person, second person, third person; do they say things like “In this study” or “For this paper”?)
Overall structure & format of entire lit review (basically, make a basic outline)
Structure of each paragraph
Use of evidence:
How much evidence is used overall? (HINT: count the citations)
How much evidence is used in each paragraph?
How many different sources are used in each paragraph?
Is the evidence summary, paraphrase, or direct quotes?
How many different sources used overall?
Overall purpose of the literature review
Ultimately, what did you learn from this literature review model that will help you write your own literature review?
In class next time, be prepared to compare and contrast your findings with other students researching the same field
SEE HANDOUT