1. University of Houston-Clear Lake Writing Center Established in 1993

2. Writing A Successful Literature Review  To write the successful Literature Review  Understand the purpose of the literature review.  Use a logical structure.  Keep track of sources.  Avoid common problem.  To summarize effectively  Read actively.  Write strong transitions.  Use active verbs.  To cite using APA-Style documentation  Always use the official manual.  When in doubt, look it up.  Use original sources whenever possible.

3. The Purpose of the Literature Review  To explain the historical background of a topic -To synthesize the available research  To note areas of disagreement  To highlight gaps in the existing research  To justify the topic you plan to investigate

4. Structuring the Literature Review An effective Literature Review will be organized according to your topic and the themes and problems identified by the research in the field. In general, try to do the following:  Provide context by defining or introducing the problem/issue to be discussed.  Identify trends in publications, problems in research, conflicting theories.  Establish your purpose in reviewing the literature.  Group studies according to commonalities– approach, attitude, findings.  Summarize individual studies.  Evaluate the current body of knowledge.  Conclude by explaining how your study will add to the body of knowledge.

5. Keeping Track of Sources  Number each source and keep full bibliographic information.  Take notes as you read. You can do this on the computer or in a large notebook, but be sure to give yourself plenty of space.  Type up and save quotes you like with full documentation. These can be cut and pasted into your main document.  Try a preformatted source sheet. (See handout)  Use a program like Endnote to take notes and keep bibliographic information.  Synthesize notes by keeping a separate sheet that organizes sources by issue/argument.

6. Problems with Literature Reviews Try to avoid the following mistakes writers sometimes make when writing the lit review:  Including every source, regardless of its value or pertinence to your topic.  Summarizing without relating the source to your topic or the view you are creating of the body of research. Remember that the literature review is an argumentative piece.  Organizing the discussion in an ineffective manner: for example, chronologically instead of by specific issue or school of thought.  Losing track of sources and spending valuable time searching for them..

7. Critiquing the Literature As you read the relevant research in the field, evaluate it by asking the following questions:  Has the author clearly defined the problem/issue?  Could the problem have been approached more effectively from a different perspective?  Does the author show bias?  What is the author’s theoretical approach?  How good is the study design?  How valid are the results?  Are there flaws in the logic of the discussion?  How does the work contribute to the discipline’s understanding of the problem?  What problems has the author avoided or ignored?.

8. Writing an Effective Summary ▪ Use your own words to express the main idea and relevant details of the piece you have read.  Give a condensed version of the original reading.  Demonstrate your understanding of the original text.  Organize your review in the manner the best suits your purpose.  Remember that some concepts and terms cannot be summarized: Piaget’s Concrete Operations cannot be summarized as “Asphalt Functions.”

9. Reading Actively  Read the original text quickly to assess its value and get an impression of its main point.  Read the text more slowly a second time, highlighting important points.  Write an informal account of what you have read.  Rewrite your account using more formal language.  Compare your draft to the original to be sure you have not used the author’s language and that you have represented the author’s ideas accurately and fairly.

10. Writing Meaningful Transitions The summary presents information to the reader in an order determined by the purpose of your research project. Use transitions to show the reader how you are arranging the parts of the review.  One of the first researchers to investigate this problem is Chen...  Smith and Jones counter Chen’s argument...  The issue becomes more complex when a third school of thought is considered...  One researcher who agrees with Chen is...  A different approach to this question looks at problems in y  One of the most troublesome problems is addressed by Green...  A problem with this approach is that...  A recent study adds this to the mix...  A crucial issue that has not been addressed is z...

11. Using Active Verbs Author is neutral Author implies Author argues Author disagrees Author agrees commentsanalyzescontendsdisparagesadmits describesassessesdefendsbemoansconcedes illustratesconcludesholdscomplainsconcurs notesfindsmaintainsdeploresgrants observespredictsinsistslamentsagrees points outspeculatesdisputeswarnsstates

12. Using APA-Style Documentation  Name the author (last name only) and provide the date as you summarize: “Smith (2005) argued that x was always true, while Jones (2007) has demonstrated through his research that it is not.”  If your citation does not appear in your text, place it in parentheses at the end of the relevant sentence: “Neither of these views is true, however, as has been amply demonstrated by more recent research” (e.g., Black, 2007; White, 2008).  To add a reference to an additional text, cite the primary and then give your reader a cue: (Clark, 2007; see also Diepenbrock, 2008).

13. Using APA-Style Documentation  If the article has more than four authors, use all names in the first reference and then et al. for subsequent references.  If the article has six or more, use the primary author’s name and et al.  If an article does not have an author, cite the title of the text using quotation marks or italics as appropriate.  If the article has no page or date, use n.p. or n.d.  For each new paragraph begin citations again.

14. References Clark, I. L. (2007). Writing the successful thesis and dissertation: Entering the conversation. N. J.: Prentice Hall. Columbia University Writing Center. (2008). Writing summaries. Retrieved July 1, 2008 from http://www.columbia.edu/cu/ssw/write/hanouts/summary.html http://www.columbia.edu/cu/ssw/write/hanouts/summary.html Taylor, D. and Procter, M. (2008). The literature review: A few tips on conducting it. Retrieved June 24, 2008 from http://www.utoronto.ca/litrev.html The University of Wisconsin-Madison Writing Center. Review of literature. Retrieved June 24, 2008 from http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html University Library, University of California, Santa Cruz. How to write a literature review. Retrieved June 24, 2008 from http://library.ucsc.edu/ref/howto/literaturereveiw.html http://library.ucsc.edu/ref/howto/literaturereveiw.html

15. Additional Sources Biklen, S. K. and Casella, R. (2007). A practical guide to the qualitative dissertation. N.Y.: Teachers College Press. Bolker, J. (1998). Writing your dissertation in fifteen minutes a day: A guide to starting, revising, and finishing your doctoral thesis. N. Y.: Holt. Cooper, H. (1998). Synthesizing research: A guide for literature reviews. Thousand Oaks, CA: Sage Publications. Galvan, J. L. (2003). Writing literature reviews: A guide for students of the social and behavioral sciences. Los Angeles: Pyrczak Publishing. Thomas, R. M. and Brubaker, D.L. (2007). Theses and dissertations: A guide to planning, research, and writing. Thousand Oaks, CA: Corwin Press.

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