1. Constructing and writing literature reviews
The Writing Development Centre
Contact:
@ncl_wdc
Writing Development Centre
Explore the possibilities

2. Outline of today’s session
Writing as product: the literature review
Key aspects of a literature review
Demonstrating learning
Analysing an example text
The function of a literature review
Writing as process: writing a literature review
Critical domains of reading
Strategies for maintaining an overview of the literature

3. Writing as product
What is the final writing product? Who are you writing for?
Read the Literature Review extract.
Does it meet your own expectations of what doctoral level writing should
do? Why/why not?
Think about the level of skill and knowledge the writer projects, as well as the qualities they present.
Student activity:
Questions are intended to enable students to orientate themselves to the task of literature reviews, their place within a larger piece of writing and the processes involved in writing
Who are you writing for and why is it worth considering?
External examiner, other members of your academic community (who are these people) and why might that matter to the writing?

4. Writing as product What is the final writing product?
Introduction
Chapter one
Chapter two
Chapter three
Conclusion
Where does the literature review fit into this larger piece of writing?
Purpose and function?
Do students have an idea as to how their final product may look and what it may include?
Where does the literature review fit within this larger piece of writing?
- Purpose and function of the literature review?
However, it is likely that what turns out as the final version will have undergone may transitions from the starting point!

5. Key aspects of the Literature Review
Your focus/agenda
What is the aim of your Literature Review?
Mapping existing knowledge
Key themes, patterns, issues
Debates and controversies
Key theories/definitions
Evaluating existing knowledge
Your viewpoint/stance
How does the literature relate to your project?
Gaps
As we go through these different considerations
Relevance of the image:
What is your place within the scholarly community?
This may be an opportunity for a freewriting activity (to capture thinking) depending on the students and where they are at with their thinking/planning/researching/writing.

6. Thinking and writing… Freewriting activity
Capture your current thinking about:
Potential aims of your literature review
Possible or emerging themes, patterns and/or issues from your research and reading
Possible or emerging debates and/or controversies from your research and reading
Key theories/definitions
Your current viewpoint about the literature and its connections with your study

7. Demonstrating Your Learning: Bloom’s Taxonomy
02/05/2019
Demonstrating Your Learning: Bloom’s Taxonomy
synthesis
evaluation
analysis
application
understanding
knowledge
So what? What if? What next?
(Consequences/ implications)
Bloom’s taxonomy of cognitive learning
How? Why?
(making connections)
Simpler version, visually
Probably useful to mention that recent discussion has reordered the top two, so this is certainly something open to discussion and not ‘the right answer’ by any means
What, who, when? Where?
@ncl_wdc
Writing Development Centre
Explore the possibilities
02/05/2019

8. Analysing an example of a text ‘product’
As you re-read the example, make a note of any observations about the different aspects of authorial voice;
Paragraph structure – where to put your point
Tense: present tense = current, past tense = no longer current
Reporting verbs: neutral vs ‘loaded’
Signpost words: however, therefore, in contrast, moreover, indeed etc
Placing of reference: integral vs non-integral
Use of quotation
Hedging: ‘it could be argued’
Students to look back over examples of text for more detailed examples of authorial voice, based on the information in the slide.
Manchester University Phrasebank may be a useful resource for students
N.B: end product or writing in progress?!?

9. The function of the Literature Review
To develop and demonstrate your knowledge of your field
To develop and demonstrate your understanding of theory and method
To ‘map the field’
What is the existing state of knowledge in this field?
Key patterns, themes, trends, debates?
To situate yourself on this map
What’s missing? What are the gaps?
Why are these gaps problematic? Why do they need to be filled?

10. Writing as process: constructing the product
Reflecting on the writing process:
- What is your writing process?
What are the different stages?
In what order do these stages occur?

11. Writing as a process (or series of processes!)
Planning
Researching
Reading
Initial drafting
Re-drafting
Editing and proofreading
What is involved in the writing process which results in the product?
How is this visualisation similar or different to the students’ depictions/thoughts about the writing process
Or is Coffin et al’s (2001) depiction more likely to resonate with students’ thoughts and previous experiences?
- Coffin et al include ‘prewriting’
The different stages of this process will occur for each part of the overall piece of writing, including the literature review.

12. Reading and thinking: domains of critical reading
Reflecting on approaches to reading:
- What questions might you ask of sources?
What strategies might you use to help you make sense of the literature, map and evaluate existing literature?

13. 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
Layers of approaching and thinking about reading:
Each article as it stands
Synthesis: connections across difference sources; looking for similarities and/or differences across the literature
Relevance/alignment to project/study: so what is the literature telling us or not telling us about this subject area? (link to/justification for own study/research area)

14. Strategies for gaining and maintaining an overview of the literature
Note-taking strategies
Note not just the content but your reaction to it, links with other texts, and your potential use for it
Map the literature: mindmaps, digital tagging, categorise
Writing prompts (Rowena Murray):
The main debates in my field are:
The main schools of thought are:
The main problems are:
What’s already known about this is:
The way thinking has changed is:
The areas that need more research are:
Research journaling
Note the bubble diagram:
Areas of similarity between different sources
Areas of difference
Prominent literature
Less prominent literature
Rowena Murray’s prompts: plug for ‘write here, write now’
Engaging with community of academic writers and PhD students:
@raulpacheco
@ithinkwellHugh
@murray_rowena
@WriteThatPhD
@ThomsonPat
@Write4Research
@thesiswhisperer

15. 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

16. Constructing your writing: 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
Not a single approach to structuring literature reviews
N.B: this provides some considerations for students to think about as they approach their literature review

17. The Writing Development Centre Develop your academic skills
Take effective notes
Think critically
Interpret essay questions
Understand assessment criteria
Read efficiently
Argue convincingly
Plan assignments
Manage your time
Express ideas confidently
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
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.

18. The Writing Development Centre Level 2, Philip Robinson Library
Undergraduate - Masters - PhD
Our team of expert tutors offers:
- One to one tutorials
- Online resources including our Blog
- Activities including Write Here, Write Now
Visit us online:
HASS – SAgE - FMS
We work with all levels, and across all subjects. Our role is not to be subject experts, but experts in learning and academic skills. Our provision is non-judgmental and confidential. You might also see us delivering sessions as part of your course.
We are based in the Robinson Library level 2, and work mon-fri 9-5 (vacations too) but tutorials are by appointment only. Tutorials and workshops are booked online.
Seriously, no proofreading.

19. Notice and Take Down Policy
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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
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