ELSSA Centre - Faculty workshop: HSS & EDU Literature Review
www.elssa.edu.au ph: 9514 - 2327
The Literature Review
What is a literature review?
• Provides a conceptual framework for the reader so that the research question and
methodology can be better understood.
• Demonstrates to the expert reader that the researcher is aware of the breadth and
diversity of literature that relates to the research question.
• Provides an integrated overview of your field of study, synthesizing the most significant
aspects of literature.
• Shows how the texts relate to the broad topic.
Do not confuse a literature review with an annotated bibliography
An annotated bibliography deals with each text in turn, describing and evaluating the text,
using one paragraph for each text.
A literature review synthesises many texts in one paragraph. Each paragraph (or section if it
is a long thesis) should classify and evaluate the themes of the texts that are relevant to your
thesis; each paragraph or section should deal with a different aspect of the literature.
Steps:
1. formulate a problem in your field of study
2. familiarise yourself with a broad range of texts
3. decide on the texts you wish to include in your review
4. decide on the most appropriate way to classify the texts
5. identify the key issues
6. critically analyse what you have read
7. identify important issues that are still unresolved
8. write a draft of the review
9. read and think about what you have written and then rewrite
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ELSSA Centre - Faculty workshop: HSS & EDU Literature Review
www.elssa.edu.au ph: 9514 - 2327
Structure
Introduction
• define or identify the general topic / issue / area of concern
• set parameters / scope of the topic (what is and is not included)
• point out overall trends
• establish your focus and point of view
• indicate the organization of the review
Body
• group research studies according to common theme
• summarise each
• compare and evaluate each
• organise ideas into paragraphs with topic sentences
Conclusion
• summarise the literature maintaining the focus presented in the introduction
• evaluate the ‘state of the art’
• point to any gaps /inconsistencies and issues that are important
• conclude by showing relationship between your topic and larger area of study
Possible ways to structure the body of the literature review
Chronological
Discussion of the research / articles ordered according to historical or developmental context.
The ‘Classic’ studies organization
Discussion or outline of the major writings regarded as significant in your area of study.
Topical or thematic organization
The research is divided into sections representing the categories or conceptual subjects for your
topic. The discussion is organised into these categories or subjects.
Inverted pyramid organization
The literature review begins with a discussion of the related literature from a broad perspective. It
then deals with more and more specific or localised studies which focus increasingly on your
specific question.
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ELSSA Centre - Faculty workshop: HSS & EDU Literature Review
www.elssa.edu.au ph: 9514 - 2327
Sample 1: introduction
(http://aps.eu.rmit.edu.au/lsu/resources/projects/lit_review/index.html)
Many theories have been proposed to explain what motivates Topic sentence
human behaviour. Although the literature covers a wide variety of
Identifies 5 major themes
such theories, this review will focus on five major themes which as scope.
emerge repeatedly throughout the literature reviewed, these themes
are: incorporation of the self-concept into traditional theories of
motivation, the influence of rewards on motivation, the increasing
importance of internal forces of motivation, autonomy and self-control
as sources of motivation, and narcissim as an essential component
of motivation. Although the literature presents these themes in a Concluding sentence –
variety of contexts this paper will primarily focus on their application specific focus
to self-motivation.
Sample 2: Integration of multiple sources in a body paragraph
(http://aps.eu.rmit.edu.au/lsu/resources/projects/lit_review/index.html)
Topic sentence outlines
Most early theories of motivation were concerned with need
main claim for paragraph
satisfaction. Robbins, Millett, Cacioppe and Waters-Marsh (1998)
Supporting evidence
argued that motivation relies on what a person needs and wants.
from literature
Similarly the early theories of Maslow and Macgregor (Robbins et al.
1998) focused on personal needs satisfaction as the basis for
motivational behaviour. However, recent studies outlined by Leonard, Contrasting theories from
research
Beavais and Scholl (1999) suggest that personality and disposition
play an equally important role in motivation. Current thinking does Concluding sentence
linking to next paragraph
not discount these theories, but simply builds on them to include a
self-concept.
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ELSSA Centre - Faculty workshop: HSS & EDU Literature Review
www.elssa.edu.au ph: 9514 - 2327
Integration of student analysis
It is important to integrate your analysis and interpretation of the literature in your literature review.
Read the following paragraph and see how the arguments have been integrated into the paragraph
along with student analysis. Analysis is not just student opinion, it needs to be supported by the
literature.
(http://aps.eu.rmit.edu.au/lsu/resources/projects/lit_review/index.html)
Sample 3: Integrated arguments in a paragraph
Topic sentence
By its very nature, motivation requires a degree of individual satisfaction or
major claim of
narcissism. Robbins, Millet, Cacioppe, and Waters-Marsh (1998) suggest that paragraph
motivation has as its very basis the need to focus on, and please the self. This is
Statements of
supported by Shaw, Shapard and Waugaman (2000) who contend that this evidence for the
claim
narcissistic drive is based on the human effort to find personal significance in
life. It can be argued that the desire to improve one’s status is a highly
motivational force, and is central to the idea of narcissistic motivation. The
narcissistic motivational strategies put forward by Shaw et al. (2000) are
) Student analysis
concerned with motivation for life in general, but may also have applications in
)
the context of work. These strategies, with their focus on personal needs,
Concluding
demonstrate that narcissism is an essential component of motivation.
statement
Thematic development and synthesis
Aim for a ‘concept-centric’ rather than ‘author-centric’ organization.
Compare:
Leki states that teachers ‘aim to catch every error yet often miss serious errors of meaning
creating ambiguity in the student’ (cited in Kroll 1990, p.61).
Teachers’ focus on minor mechanical errors may preclude a focus on errors of meaning, and
so create ‘ambiguity’ in the student (Leki in Kroll 1990, p.61).
To make the transition from author-centric to concept-centric, you can use a concept matrix that
groups ideas from articles according to salient concepts that you will discuss in your review.
Are the extracts shown above (samples 2 and 3) author-centric or concept-centric?
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ELSSA Centre - Faculty workshop: HSS & EDU Literature Review
www.elssa.edu.au ph: 9514 - 2327
How many references to look for?
This depends on what the purpose, and on the stage of your studies. Generally speaking, a
reasonable number of references in a review would be:
• Undergraduate review: 5-20 titles depending on level
• Honours dissertation: 20+ titles
• Masters thesis: 40+ titles
• Doctoral thesis: 50+ titles
What makes a good literature review?
• Clearly delimits the subject matter to be reviewed
• Covers all important relevant literature
• Is up-to-date
• Provides insightful analysis of ideas
• Points out similarities and differences, strengths and weaknesses
• Identifies gaps in the literature for future research
• Identifies the context for which the literature is important
Rather than just listing what you have located you should:
• critically examine the texts that relate to your research questions
• link the literature to your research question
• highlight strengths, weaknesses and omissions
The language of the literature review is therefore evaluative and demonstrates your perspective in
relation to your question.
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ELSSA Centre - Faculty workshop: HSS & EDU Literature Review
www.elssa.edu.au ph: 9514 - 2327
Language
Hedging language to indicate weaknesses:
Tell the reader what patterns you are seeing in the literature, but don’t be overly critical or negative.
Be fault tolerant, and recognise that knowledge is accumulated slowly (Webster & Watson 2002).
Using linking words
Show clearly where and why you differ from the points other writers have made by using linking words
and phrases which comment on, qualify or critique what others have written. For example, use “…
but, although, however, while, on the other hand …”, and then giving your reasons.
1. Seth (1996, p,.6) claims that the correlation between performance in an entrance exam and
the performance in the first year Accounting course usually ranges between 0.4 and 0.5. This
correlation seems low, but there are some difficulties when Seth’s data is closely
examined.
2. Davis (2002, p.22) emphasises the need for cross-cultural communication to avoid
misunderstanding and resentment, but he does not state what is necessary to improve
cross-cultural communication and no guidelines are set for doing this.
3. Hardy (2001) locates the demand for English language solely in Third World, recipient
countries; however, this shift in responsibility may imply that the reproduction of inequalities
should not concern First World teachers.
Using reporting verbs can also indicate your stance towards the research literature.
Compare the writer’s stance towards the literature in the following:
1. Jones (1990) argues that error correction should be considered only at the end of the drafting
process.
2. According to Jones (1990) error correction should be considered only at the end of the
drafting process.
3. Jones points out that error correction should be considered at the end of the drafting process.
4. Error correction should be error correction should be considered only at the end of the
drafting process (Jones 1990).
References:
Education Development Unit, 2003, Writing a literature review,
Ferfolja, T. & Burnett, L. 2002, Getting started on your literature review, The Learning Centre, UNSW.
Learning Skills Unit, RIMT, 2004,
University of Canberra, 2002, Writing a literature review,
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