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Writing a Literature Review
Today’s date / presenter name / etcExample layout without background image
@
ncl_wdc
Writing Development Centre
Explore the possibilitiesSlide2
Your session, your questionsSlide3
Today’s session
The purpose of the Literature Review: process and productCritical readingStructuring your reviewWriting critically: foregrounding your authorial voice
@
ncl_wdcWriting Development Centre
Explore the possibilitiesSlide4
What is the purpose of a literature review?
Think about the literature review as:A processA productSlide5
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 readApproach texts with a deliberate categorising strategy
These questions may change, or you may add to them as you goSee Pat Thomson for more: https://patthomson.net/2013/11/28/a-questions-approach-to-the-literature-review/ Slide6
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 textSlide7
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
Slide8
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
Slide9
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
Slide10
Three Domains of Critical Reading
Validity:
On its own termsSynthesis: In relation to others
Relevance: Usefulness to youContext:
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
Slide11
Planning and structuring your review
Establish your own agendaWhat will your Literature Review do? What moves does it need to make?
There may be more than one function/purposeSlide12
Structural principlesSlide13
Critical writing: foregrounding your authorial voice
Read the extract and consider:What techniques could the author use to foreground their authorial voice more effectively?Slide14
Authorial voice: issues to consider
Where you place your pointWhere you place citationsThe type of citation you use (integral or non-integral)Your use of reporting verbs (in integral citations)Slide15
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).Slide16
Writing critically: types of citation
Integral citationsReporting 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 startsPossible blurring of writer’s voiceYou will use a combination of integral and non-integral citations in your literature reviewSlide17
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, suggestsLink words stating your own view Agreeing: Indeed, Thus, Clearly, Therefore Disagreeing
: However, and yet, Rather, Instead, butSlide18
The Writing Development Centre
Develop your academic skillsTake effective notes
Think criticallyInterpret essay questionsUnderstand assessment criteria
Read efficientlyArgue convincinglyPlan assignments
Manage your timeExpress ideas confidently
Revise effectively
Critically review literature Structure essaysUse drafting & editing techniques
Make the most of lectures & seminars
Manage your dissertation or PhD thesis
Avoid plagiarism
Improve your exam technique Slide19
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