2. General Guidelines toGeneral Guidelines to
Writing a Literature ReviewWriting a Literature Review
Introduce the literature review by pointingIntroduce the literature review by pointing
out the major research topic that will beout the major research topic that will be
discusseddiscussed
Identify the broad problem area but don’tIdentify the broad problem area but don’t
be too globalbe too global (for example, discussing the history of(for example, discussing the history of
education when the topic is on specific instructionaleducation when the topic is on specific instructional
strategy)strategy)
Discuss the general importance of yourDiscuss the general importance of your
topic for those in your fieldtopic for those in your field
3. General Guidelines toGeneral Guidelines to
Writing a Literature ReviewWriting a Literature Review
Don’t attempt to cover everything writtenDon’t attempt to cover everything written
on your topicon your topic
You will need to pick out the researchYou will need to pick out the research
most relevant to the topic you are studyingmost relevant to the topic you are studying
You will use the studies in your literatureYou will use the studies in your literature
review as “evidence” that your researchreview as “evidence” that your research
question is an important onequestion is an important one
4. General Guidelines toGeneral Guidelines to
Writing a Literature ReviewWriting a Literature Review
It is important to cover researchIt is important to cover research
relevant to all the variables beingrelevant to all the variables being
studied.studied.
Research that explains the relationshipResearch that explains the relationship
between these variables is a topbetween these variables is a top
priority.priority.
You will need to plan how you willYou will need to plan how you will
structure your literature review andstructure your literature review and
write from this plan.write from this plan.
5. Organizing Your LiteratureOrganizing Your Literature
ReviewReview
Topical OrderTopical Order—organize by main topics—organize by main topics
or issues; emphasize the relationship ofor issues; emphasize the relationship of
the issues to the main “problem”the issues to the main “problem”
Chronological OrderChronological Order—organize the—organize the
literature by the dates the research wasliterature by the dates the research was
publishedpublished
Problem-Cause-Solution OrderProblem-Cause-Solution Order——
Organize the review so that it movesOrganize the review so that it moves
from the problem to the solutionfrom the problem to the solution
6. Organizing Your LiteratureOrganizing Your Literature
ReviewReview
General-to-Specific OrderGeneral-to-Specific Order—(Also called—(Also called
the funnel approach) Examine broad-the funnel approach) Examine broad-
based research first and then focus onbased research first and then focus on
specific studies that relate to the topicspecific studies that relate to the topic
Specific-to-General OrderSpecific-to-General Order—Try to make—Try to make
discuss specific research studies sodiscuss specific research studies so
conclusions can be drawnconclusions can be drawn
7. After reviewing the literature,After reviewing the literature,
summarize what has been done, whatsummarize what has been done, what
has not been done, and what needs tohas not been done, and what needs to
be donebe done
Remember you are arguing your pointRemember you are arguing your point
of why your study is important!of why your study is important!
Then pose a formal research questionThen pose a formal research question
or state a hypothesis—be sure this isor state a hypothesis—be sure this is
clearly linked to your literature reviewclearly linked to your literature review
Literature ReviewLiterature Review
8. Literature ReviewLiterature Review
All sources cited in the literature reviewAll sources cited in the literature review
should be listed in the referencesshould be listed in the references
To sum, a literature review shouldTo sum, a literature review should
include introduction, summary andinclude introduction, summary and
critique of journal articles, justificationscritique of journal articles, justifications
for your research project and thefor your research project and the
hypothesis for your research projecthypothesis for your research project
9. Reading and ResearchingReading and Researching
Summarize sources.Summarize sources.
Who is the author?Who is the author?
What is the author's main purpose?What is the author's main purpose?
What is the author’s theoretical perspective? ResearchWhat is the author’s theoretical perspective? Research
methodology?methodology?
Who is the intended audience?Who is the intended audience?
What is the principal point, conclusion, thesis, contention, orWhat is the principal point, conclusion, thesis, contention, or
question?question?
How is the author’s position supported?How is the author’s position supported?
How does this study relate to other studies of the problem or topic?How does this study relate to other studies of the problem or topic?
What does this study add toWhat does this study add to youryour project?project?
SelectSelect onlyonly relevant books and articles.relevant books and articles.
10. Common Errors Made in LitCommon Errors Made in Lit
ReviewsReviews
Review isn’t logically organizedReview isn’t logically organized
Review isn’t focused on most importantReview isn’t focused on most important
facets of the studyfacets of the study
Review doesn’t relate literature to the studyReview doesn’t relate literature to the study
Too few references or outdated referencesToo few references or outdated references
citedcited
Review isn’t written in author’s own wordsReview isn’t written in author’s own words
Review reads like a series of disjointedReview reads like a series of disjointed
summariessummaries
Review doesn’t argue a pointReview doesn’t argue a point
Recent references are omittedRecent references are omitted
11. Writing the Literature ReviewWriting the Literature Review
Plagiarism includesPlagiarism includes (Galvan, pg. 89)(Galvan, pg. 89)::
1.1. Using another writer’s words without proper citationUsing another writer’s words without proper citation
2.2. Using another writer’s ideas without proper citationUsing another writer’s ideas without proper citation
3.3. Citing a source but reproducing the exact word withoutCiting a source but reproducing the exact word without
quotation marksquotation marks
4.4. Borrowing the structure of another author’sBorrowing the structure of another author’s
phrases/sentences without giving the sourcephrases/sentences without giving the source
5.5. Borrowing all or part of another student’s paperBorrowing all or part of another student’s paper
6.6. Using paper-writing service or having a friend write theUsing paper-writing service or having a friend write the
paperpaper
12. A sample paragraph withA sample paragraph with
transitionstransitions
Researchers have conducted studies about siblings of special needs andResearchers have conducted studies about siblings of special needs and
autistic children because this group is vulnerable to adjustment difficultiesautistic children because this group is vulnerable to adjustment difficulties
(Cuskelly, 1999).(Cuskelly, 1999). In factIn fact, specialists have compared the sibling-autism relationship, specialists have compared the sibling-autism relationship
to the MR relationship. They haveto the MR relationship. They have alsoalso studied the importance of the family, andstudied the importance of the family, and
particularly the mother, in this relationship.particularly the mother, in this relationship. In additionIn addition, Kaminsky and Dewey (2001), Kaminsky and Dewey (2001)
found that the autism-sibling relationship is characterized by less intimacy and pro-found that the autism-sibling relationship is characterized by less intimacy and pro-
social behavior. This studysocial behavior. This study likewiselikewise reports that these relationships were marked byreports that these relationships were marked by
fewer instances of quarreling. While this phenomenon may occur because of thefewer instances of quarreling. While this phenomenon may occur because of the
unique situation of the autism-sibling relationship, less fighting is also a positiveunique situation of the autism-sibling relationship, less fighting is also a positive
illustration of a relationship marked by more admiration.illustration of a relationship marked by more admiration. FurthermoreFurthermore, Rivers and, Rivers and
Stoneman (2003) define this relationship as asymmetrical. These results areStoneman (2003) define this relationship as asymmetrical. These results are alsoalso
similar to the MR-sibling relationship, as reported by Knott, et al. (1995). Riverssimilar to the MR-sibling relationship, as reported by Knott, et al. (1995). Rivers
and Stoneman (2003) reveal,and Stoneman (2003) reveal, tootoo, that parents worry about the autism-sibling, that parents worry about the autism-sibling
relationship in their families. The importance of the family’s influence on the autism-relationship in their families. The importance of the family’s influence on the autism-
sibling relationship is very useful for this research study andsibling relationship is very useful for this research study and thusthus, will be discussed, will be discussed
in the conclusion of the literature review.in the conclusion of the literature review.
~Ellen Geib, CU Writing Center Tutor~Ellen Geib, CU Writing Center Tutor
