Writing Literature Reviews Research Articles

Menulis Kajian Literatur

This article is part of lecture notes presented in the course of Qualitative Research Method, at The Graduate School of Universitas Muhammadiyah Prof. DR. HAMKA, 2016-2017 academic year. It is written for students who precariously need a guidance to write a literature review for his or her scientific works (skripsi, tesis, and disertasi). Most parts of the paper comes from translation, editing, and digesting of three resource books. This article will be divided into the following sections: What literature review is, aims of literature review, functions of literature review, ways of using literature review, types of literature review, resources for writing literature review, procedures of writing of literature review, literature mapping for the research framework, writing an abstract, and writing a summary.

The Four-Part Literature Review Process: Breaking It Down for Students

ABSTRACTBoth undergraduate and graduate students face similar challenges when tasked with writing literature reviews. Breaking down the literature review into a four-part process helps students decrease frustration and increase quality. This article provides usable advice for anyone teaching or writing literature reviews. Tips and illustrations illuminate each part of the process, including 1) Developing a Topic; 2) Searching the Literature; 3) Narrowing the Scope; and 4) Synthesizing Prior Research. First, practical tips for topic development include welcoming change and exercises for allowing students to “talk out” topic evolution in physical or virtual settings. Next, tips for searching include defining quality research in the discipline, linking to online tools, refining language, and working with that first good article. Then, practical tips for narrowing include advice for deconstructing articles and questions to ask when “talking out” refinement of the project. Finally, practical tips for synthesizing include virtual tagging and physical clustering exercises.

Do research supervisors generate beneficial learning outcomes for learners?

PurposeThe purpose of this paper is to explore the learning outcomes of students and the importance of research supervisors in writing research.Design/methodology/approachA questionnaire covering three dimensions: (A) skill set, (B) course arrangement, and (C) supervisor guidance was distributed to research students in Hong Kong and Chengdu, China, to examine their perceptions of a research module.FindingsThe regression results presented in this paper suggest that clear expectations of the course and the communication skills of supervisors or peers can explain around 20-30 percent of the change in the dependent variables of “awareness of using strategies to learn effectively,” “building self-confidence” and “quality of interaction.” With regard to the learning outcomes of students, the skills of using various resources, writing literature reviews and communication skills were perceived as being very important. For research supervisors, the quality of interaction, research experience and being approachable were all identified as being important.Practical implicationsThe management of higher educational institutes could consider these findings when designing research curricula and selecting research supervisors so as to enhance learning outcomes.Originality/valueThe paper details learning outcomes from supervisors of writing research, which is important for the educational sector and the business world.

Writing Integrative Literature Reviews

This article presents the integrative review of literature as a distinctive form of research that uses existing literature to create new knowledge. As an expansion and update of a previously published article on this topic, it reviews the growing body of literature on how to write literature reviews. The article identifies the main components of the integrative literature review, provides examples of visual representations for use in literature reviews, and describes how to write literature reviews that are integrative, definitive, and provocative. The article concludes by discussing the role of the integrative literature review in assessing future directions for policy and practice and in catalyzing further research.

Writing Integrative Reviews of the Literature

This article discusses the integrative review of the literature as a distinctive form of research that uses existing literature to create new knowledge. As an expansion and update of a previously published article on this topic, it acknowledges the growth and appeal of this form of research to scholars, it identifies the main components of the integrative literature review, and summarizes guidelines for organizing and writing integrative literature reviews. Not addressed elsewhere in the literature, this article describes five reasons and purposes for writing literature reviews and discusses these purposes in relation to the methods for writing literature reviews. The article concludes that aligning the integrative literature review's methods with its purpose provides unity and coherence to the review.

Training in literature review and associated skills

Purpose – The purpose of this paper is to describe and evaluate a credit-bearing taught module in literature review skills (broadly conceived, to include literature search, avoidance of plagiarism, analysis, synthesis, writing literature reviews, formulation of research proposals). The module provides training in skills with high transferability to employment, other areas of education and research. Design/methodology/approach – The structure of the module is informed by considerations from learning theory and instructional design. Training is by participation in tasks in an active learning framework (“learning-by-doing”). Students work both individually and in small work-groups, on tasks based on specially prepared reading sets. Tutorial presentations are followed by verbal and video feedback. Dedicated English language support is provided. The module is evaluated by analysing responses to an open-ended questionnaire. Findings – Students respond very favourably to the module and are aware of the transferability of the skills they practice. However, there is no real evidence of the acquisition of meta-cognitive skills. There is demand for enhanced feedback, particularly verbal feedback. Research limitations/implications – The results of the evaluation and the instructional design of the module suggest many areas for experiments in pedagogy. Originality/value – There is no other published account of extensive training in literature review skills that we have been able to find. The paper addresses a gap in both the provision of training and its dissemination.

A programme-wide training framework to facilitate scientific communication skills development amongst biological sciences Masters students

In this article we describe the effectiveness of a programme-wide communication skills training framework incorporated within a one-year biological sciences taught Masters course designed to enhance the competency of students in communicating scientific research principally to a scientific audience. In one class we analysed the numerical marks achieved by students (N 61) for specific communication assignments completed at the start and at the end of the course. This was complemented by questionnaires administered to students at the beginning and at the end of the course to self-assess their competency and to elicit their views on the usefulness of the training received. We considered three questions: did students’ communication skills improve during the course; did the outcomes depend on the place of previous education (UK or non-UK); and how useful did students consider the learning and teaching activities to be? We show that the training improved students’ self-reported competency in most of the communication skills considered. Coursework marks for writing literature reviews improved during the course (p < 0.001). Those marks were marginally associated (that is, approaching statistical significance after Bonferroni correction) with the place of previous education (relatively high in UK students; p = 0.005). Coursework marks for writing research proposals did not change during the course (p = 0.361) but did depend on place of previous education (relatively high for UK students (p = 0.001). Although this small study’s intriguing results merit further investigation, our initial data supports the use of a programme-wide framework of the type presented here to facilitate communications skills development amongst biological science graduate students.

Writing Qualitative IS Literature Reviews—Guidelines for Synthesis, Interpretation, and Guidance of Research

The literature review is an established research genre in many academic disciplines, including the IS discipline. Although many scholars agree that systematic literature reviews should be rigorous, few instructional texts for compiling a solid literature review, at least with regard to the IS discipline, exist. In response to this shortage, in this tutorial, I provide practical guidance for both students and researchers in the IS community who want to methodologically conduct qualitative literature reviews. The tutorial differs from other instructional texts in two regards. First, in contrast to most textbooks, I cover not only searching and synthesizing the literature but also the challenging tasks of framing the literature review, interpreting research findings, and proposing research paths. Second, I draw on other texts that provide guidelines for writing literature reviews in the IS discipline but use many examples of published literature reviews. I use an integrated example of a literature review, which guides the reader through the overall process of compiling a literature review.

Teaching the Literature Review: A Practical Approach for College Instructors

Instructors across the disciplines require their students to write literature reviews. Although numerous sources describe the literature review process, instructors and students face difficulty when approaching the structure of a literature review. This paper presents a straightforward, efficient approach for teaching students how to write a literature review. Developed over the course of three years at a university writing center, this lesson received substantial support from students across the disciplines. This paper reflects on one group of students’ experiences while writing literature reviews in a political science course, showing that students demonstrated a sense of confidence and direction after the lesson. University professors, writing center staff, and content-discipline instructors in higher education classrooms can alleviate their students’ anxiety about literature reviews by using this lesson in their classrooms.

Exploring the Lived Experiences of Our Students

How well do we know our students? We might justifiably pride ourselves in being student-oriented, and we may be skilled at building rapport with our students, but this isn’t necessarily tantamount to really knowing them. What is it like to truly grapple with the work we ask them to do? It all might seem quite reasonable to us, but the students’ experiences could be quite different. These questions and considerations have been brought front and center for us as we read the papers that constitute this issue of Teaching & Learning Inquiry. Many of these papers, each in its own way, attempts to better understand the lived experiences of our students. Nathan Webb and Laura Obrycki Barrett take a detailed look at just how we get to know students who are learning English as a sec ond language. The key processes they identify—in clud ing such behaviors as being uncommonly attentive, establishing common grounding, and forming connections—can be applied to all teaching. Mary Goldschmidt explores students’ lived experiences as disciplinary learners of both content and process, which includes learning to write the genres and conventions of their chosen fields. She foregrounds the rich descriptions of a few seniors who’ve developed “their own ‘place within the disciplinary enterprise’” (p. 27). Jonathan Cisco has created a more effective way of teaching students how to write literature reviews based on his direct observations of the struggles they were going through with such assignments. Interviews indicated that students were at a loss regarding the best approach to writing a literature review—much less, what a good review accomplished. Yet such reviews are among the most common assignments we require. Shane Dawson and Harry Hubball use computer-based analytics to chart the actual paths students take as they navigate their way through academic programs. This analy sis yields very useful insights regarding students’ perceptions of relationships among courses, as well as challenges students face simply piecing together that which we require of them. Michael Drinkwater, Deanne Gannaway, Karen Sheppard, Matthew Davis, Margaret Wegener, Warwick Bowen, and Joel Corney take us inside the physics classroom to better understand that lived experience. We are moving well beyond the student-as-passivevessel model in large classes, challenging students to engage with problems and issues in these settings. This team from the University of Queensland has shown that the value of the time spent in such active classrooms is affected considerably by the degree of preparation students bring into them. They present a strategy that is manageable and yet ensures that students arrive prepared. Moreover, the approach gives the instructor impor-

Teaching the Literature Review: A Practical Approach for College Instructors

Instructors across the disciplines require their students to write literature reviews. Although numerous sources describe the literature review process, instructors and students face difficulty when approaching the structure of a literature review. This paper presents a straightforward, efficient approach for teaching students how to write a literature review. Developed over the course of three years at a university writing center, this lesson received substantial support from students across the disciplines. This paper reflects on one group of students’ experiences while writing literature reviews in a political science course, showing that students demonstrated a sense of confidence and direction after the lesson. University professors, writing center staff, and content-discipline instructors in higher education classrooms can alleviate their students’ anxiety about literature reviews by using this lesson in their classrooms.

Writing Literature Reviews

Writing Literature Reviews

Citation Practices in Selected Science and Humanities Dissertations: Implications for Teaching

The citation feature provides justification for arguments and demonstrates the novelty of one’s position in research writing. It shows how a piece of research arises out of, and is grounded in the current state of disciplinary knowledge. As such, research supervisors encourage the candidates under their guidance to make citations especially when writing literature reviews and discussion sections of their dissertations. This requirement plunges many a student in confusion on how to go about this integral undertaking without written citation norms in their disciplines. The question that emerges is: On which benchmarks should dissertation writers base their citations when writing dissertations in their disciplines? Put in other words, on which benchmarks should research supervisors base their judgement on the quality of citations in their students’ dissertations? The aim of this paper therefore is to uncover citation practices in selected Humanities and Science dissertations from Kenyan public universities. The paper analyses the citation types and reporting verbs of choice employed in Humanities dissertations and compares them with those in the Science dissertations. Consequently, the paper proposes a set of citation norms that can inform the writing of the Humanities and Sciences dissertation and suggests a genre-based approach for raising students’ consciousness to the citation norms during the drafting stage of their dissertations.

Book Review: Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences and Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences

Book Review: Writing Empirical Research Reports: A Basic Guide for Students of the Social and Behavioral Sciences and Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences

The Writing Questions in Literature Review--Frequently Aroused in College Students’ Opening Report

The literature review should be involved in the opening report and their thesis of college graduates for various professional graduates. Literature review in the opening report or thesis has a number of important functions, so how to write a qualified literature review in standard way is the significance that we need to focus on. The paper made a systematic sampling survey from consecutive three years in graduates’ opening report, analyzed the problems existed in the process of writing literature review and gave the analyses and suggestions, in a hope of providing references in writing the literature review.

Doing Your Literature Review - Traditional and Systematic Techniques Jill K Jesson Doing Your Literature Review - Traditional and Systematic Techniques , Lydia Matheson Fiona M Lacey £20.99 192pp 9781848601543 1848601549 [Formula: see text

A PLETHORA of books has appeared over the past few years on writing literature reviews. However this one is definitely worth a second look. Written by a social scientist, a pharmaceutical scientist and a library scientist, the authors between them have a wealth of experience and authority on the subject.

A short guide to writing about chemistry

1. Writing And Chemistry: The Basics. What do Read and Write about? How Writing about Chemistry Can Help You Become a Better Writer. 2. Writing And Scientific Responsibility. Scientific Honesty. Understanding the Competitive World of Science. READING: James D. Watson, from The Double Helix. What Counts as Science?: Alchemical Research in Question. READING: Robert Pool, Alchemy Altercation at Texas A&M. Competing Interests: Should Researchers Disclose Their Funding Sources? READING: David Shenk, Money + Science = Ethics Problems on Campus. 3. Reading And Writing To Learn Chemistry. Why Does Chemistry Seem Difficult to So Many Students? Reading Your Textbook. Taking and Using Lecture Notes. Studying For Quizzes and Examinations. 4. Writing Laboratory Reports. The Laboratory in the Study of Chemistry. READING: Frederick H. Getman, from Life of Ira Remsen. Preparing for the Laboratory. The Laboratory Notebook. The Laboratory Report. 5. How To Read A Scientific Article: Writing Summaries And Critiques. Understanding Scientific Articles. Reading Scientific Articles. READING: James D. Watson and Francis H.C. Crick, A Structure for Deoxyribose Nucleic Acid. Writing Summaries. Writing Critiques. READING: Michael E. Potts and Duane R. Churchwell, Removal of Radionuclides in Wastewaters Utilizing Potassium Ferrate (VI). 6. Writing Literature Reviews. Interpretation in Chemistry. READING: Thomas Henry Huxley, Joseph Priestly. W.L. Bragg, The Structure of Some Crystals. W.C. Bray and G. E. K. Branch, Valence and Tautomerism. G. N. Lewis, The Atom and the Molecule. Writing the Literature Review. Searching the Literature of Chemistry. 7. Writing Research Proposals. An Overview of Proposal Writing. Writing a Research Proposal. 8. Chemistry And The Public: Writing To Inform And Persuade. Reporting Science: Writing to Inform. READING: Chemists Dissect the Colors of Flowers. Chemistry and Chemicals. Chemistry and Public Opinion: Writing to Persuade. READING: Rachel Carson, from Silent Spring. READING: Robert Ostmann, Jr., from Acid Rain: A Plague Upon the Waters. Michael Gough, from Dioxin, Agent Orange: The Facts. 9. Preparing Oral Presentations. Differences Between Oral and Written Reports. Some General Advice on Accommodating Your Listeners. Planning an Oral Presentation on a Scientific Article. Designing and Using Visual Aids. Rehearsing Your Presentation. Delivering Your Presentation. Credits. Index.

Writing learning cases for an information literacy tutorial

The research and writing processes are often hidden mysteries to our students. A key point in the online tutorial Search and Write (Søk and Skriv) has been to supply our students with tools to handle these processes. Learning cases embedded in the tutorial allow us to demonstrate a variety of working techniques and to better cater for a diverse student population. The tutorial can be used as an independent resource for students and as a teaching aid for both library sessions on information literacy and for faculty-led sessions on academic writing. Our tutorial is available in Norwegian and in English and thereby the tutorial can be used with both local and international students. An online tutorial is aimed at all students and therefore the information literacy content is of a general kind. The pedagogical foundation for the Search and Write tutorial is in contextual learning. Adding context to our general content has been important to us and we decided to develop learning cases for this purpose. In our online tutorial we have developed three sample student blogs, Kuhlthau’s information search process functions as a template in structuring the students’ stories. The blogs are learning cases, developed with the intent of illustrating various aspects of academic writing tasks. The blog stories are idealized and touch upon many of the known stumbling stones for student writers. Contextualising the search and write process like this let us explore the diversity of student assignments and from various fields of study. When our real-life students use Search and Write they may use their own research question as a point of departure. They can read the blog stories and relate these stories to their own experiences. They can use the How to brainstorm-tips provided in Sofie’s blog. Christian’s use of tutors, library staff and his writing group can provide guidance on who to ask for help. For students writing literature reviews Oda’s systematic approach to searching can be helpful. Good writers have the tacit knowledge that feedback and re-writes are necessities of text productions. The tutorial help make some of the tacit knowledge in writing visible to the students. Our sample blogs are pedagogical text, written with the intention of providing information and understanding of the research and writing processes for the students. The blog stories can be used as interventions in the interaction between student and library staff. As the blogs are structured along the stages of Kuhlthau’s information search process it aids the library staff in choosing an appropriate interventions strategy from her Zones of intervention. A further possibility is to consider our sample blogs as templates for creating learning cases related to the student population and learning needs at one’s own library. Writing learning cases are one way in which teaching librarians can explore the new learning landscape.

Teaching Students to Write Literature Reviews: A Meta-Analytic Model

We present an integrated model for teaching students to write psychology literature reviews. Students receive instruction in a sophomore-level research methods class about 5 writing tasks: (a) focusing research topics by linking several variables in a computer literature search, (b) systematically coding information from selected studies, (c) developing common measures to describe outcomes in the selected studies, (d) searching for potential variables that moderate those outcomes, and (e) evaluating research quality. We use these tasks, derived from meta-analysis, to teach students to write creative, integrated literature reviews. We argue that such instruction, presented early in undergraduates' training, prepares students to write formal papers in advanced courses.

Writing literature reviews

Writing literature reviews