2. 1. Explain the purpose and basic
requirements of an effective literature review.
2. Discuss important points on proper citation,
it’s types
3. Apply concepts on paraphrasing
statements.
4. Cite sources appropriately.

3.  Review Literature and Studies
 Types and Forms of Citations
 Plagiarism
 Referencing for Resources

4.  When thinking about what a
literature review is, we need to
think about what it is for. What is
the purpose of a literature
review?

5. Word factory
- Group yourselves according to
the WORD you have received in a
rolled paper.
- Use the manila paper and marker
to complete the alphabet with
words related to Review of
Related Literature(RRL)

6. - Proceed using the K-W-L chart
 What I know about RRL
 What I want to know more about RRL
 What I learn about RRL

7.  Establishes the terms and context.
 Presents a survey of preceding
literature on the topic.
 Explores ways that others have
solved similar questions/problems.
 Outlines the relationship of these
texts to each other.

8.  Evaluates the quality and
relevance of the literature.
 Establishes the gaps or
inadequacies.
 Demonstrates your scholarly
rigor.

9.  The literature review is a critical look at the
existing research that is significant to the
work that you are carrying out.

10.  A critical analysis of existing research in
your field;
 it highlights both the strengths and
weaknesses of existing research
 Allows you to gain a critical understanding
of your field

11.  Opportunity to think about what has been done in
your field; opportunity to think about the
similarities, patterns, trends and also differences
across the existing research
 By identifying strengths and weakness, you will
be able to think about what has not/needs to be
done in your field
 The gap in the literature is your justification for
your research

12. - Literature review as an outcome: appears
in the final draft of your thesis as part of your
introduction or as a separate chapter.
- Literature review as a process: critical
engagement ( thinking, reading, and writing)
with relevant research on your topic. It is a
crucial and formative stage of your thesis
journey.

13. LITERATURE REVIEW can help you:
•Focus on your research question
•Develop your research methodology and data
collection procedures
•Identify a conceptual framework for your
research
•Identify gaps in previous studies
•Identify flawed methodologies or theoretical
approaches
•Identify controversies in the research literature
•Provide a check for testing your findings and
conclusions
•Help you make meaning out of your findings.

14. 1. provide background information
2. establish importance
3. demonstrate familiarity
4. “carve out a space” for further
research

16. Books
Professional
journals
Official
government
publications
Research reports
Theses and
dissertations
Internet
resources

17. 1.Planning
2. Reading and Research
3. Analyzing
4. Drafting
5. Revising

18. a. Focus
-Sort and categorize information
-Eliminate irrelevant information
b. Type
- -Theory, methodology, policy,
qualitative, quantitative
c. Scope
d. Academic Discipline

19. Sources of information:
a. Primary Source
b. Secondary Source
c. Tertiary source

20. a. Collect and read materials
b. Summarize sources
c. Select only relevant books and
materials

21. YOU DON’T NEED TO
READ EVERYTHING –
you can’t!
You don’t need to
read every text
You don’t need to
read every word
Caution!

22. Analysis occurs on two levels
1. Individual sources
2. Body of research

23.  Start with an overview
 Decide on organizing principles (themes,
trends, methodology, chronology,
controversies – usually a combination of
some of these)
 Use headings for the different sections of the
review
 Provide summative signposts of where your
argument is leading
 Summarize your review/highlight ‘gap’ in

24. Tips for clear writing:
 Clear introduction: overview of topic, aim of
review and structure
 Clear paragraph structure
 Make sure the subject of your sentence is clear
 Don’t assume knowledge
 Make sure key terminology and difficult ideas are
always explained thoroughly (ask your yourself:
does it make sense?)
 Be objective and balanced
 Use signposts to orient the reader

25. Types and Forms of Citation

26. - One way to express the
appreciation for the recognition
of people’s ownership of
borrowed ideas.

27. 1. Find or give importance and respect to the
other people for what they know about the field
2. Give authority, validity, and credibility to other
people’s claims, conclusions, and arguments
3. Prove broad and extensive reading of authentic
and relevant materials about the topic
4. Help readers contact the sources of ideas
easily
5. Permit readers to check the accuracy of work
6. Save researchers from plagiarism

28. 1. Integral: The author’s name appears in the
sentence.
 Example (author-date system): Lillis (2001) argues
that both tutors and students often lack explicit
knowledge of the conventions governing the
construction of academic texts.
2. 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).

29.  If it’s not your own idea (and not common
knowledge)—DOCUMENT IT!
- Paraphrase key ideas.
- Use quotations sparingly.
- Introduce quotations effectively.
- Use proper in-text citation to document the
source of ideas.
- Maintain accurate bibliographic records

30. Citing Sources: Things to
Avoid
- Plagiarism
- Irrelevant quotations.
- Un-introduced quotations.

31. - A criminal act of stealing
intellectual property subject for
penalty or imprisonment.
- To steal or purloin from the
writings of others
- To appropriate without due
acknowledgement of the author.

32.  American Psychological Association (APA)
uses the author-date method of citation. The
last name of the author and the date of
publication are inserted in the text in the
appropriate place.
 When referencing or summarizing a source,
provide the author and year. When quoting or
summarizing a particular passage, include
the specific page or paragraph number, as
well.
CITATIONS IN THE TEXT

33. One work by one author:
 In one developmental study (Smith, 1990),
children learned... OR
 In the study by Smith (1990), primary
school children... OR
 In 1990, Smith’s study of primary school
children…

34. Works by multiple authors
 First citation: Masserton, Slonowski, and
Slowinski (1989) state that...
 Subsequent citations: Masserton et al.
(1989) state that...
 For 6 or more authors, cite only the name
of the first author followed by et al. and the
year.

35. When a resource has no named author, cite
the first few words of the reference entry
(usually the title). Use double quotation marks
around the title of an article, chapter, or Web
page. Italicize the title of a periodical, book,
brochure, or report.
For example:
- The site seemed to indicate support for
homeopathic drugs (“Medical Miracles,” 2009).
The brochure argues for homeschooling
(Education Reform, 2007).
Works by no identified author:

36. Two or more works in the same
parenthetical citation:
 Citations of two or more works in the same
parentheses should be listed in the order
they appear in the reference list (i.e.,
alphabetically, then chronologically).
 Several studies (Jones & Powell, 1993;
Peterson, 1995, 1998; Smith, 1990)
suggest that...

37. Specific parts of a source
Always give the page number for quotations or
to indicate information from a specific table,
chart, chapter, graph, or page. The word page
is abbreviated but not chapter.
For example:
The painting was assumed to be by Matisse
(Powell, 1989, Chapter 6), but later analysis
showed it to be a forgery (Murphy, 1999, p.
85).

38. If, as in the instance of online material, the
source has neither visible paragraph nor
page numbers, cite the heading and the
number of the paragraph following it. This
allows the reader to locate the text in the
source.
For example:
The patient wrote that she was
unimpressed by the doctor’s bedside
manner (Smith, 2006, Hospital Experiences
section, para. 2)

39. Book:
--Strunk, W., Jr., & White, E. B. (1979). The guide to
everything and then some more stuff.
New York, NY: Macmillan.
- Gregory, G., & Parry, T. (2006). Designing brain-
compatible learning (3rd ed.). Thousand
Oaks, CA: Corwin.
Chapter of a Book:
- Bergquist, J. M. (1992). German Americans. In J.
D. Buenker & L. A. Ratner (Eds.),
Multiculturalism in the United States: A comparative
guide to acculturation and ethnicity (pp. 53-76). New
York, NY: Greenwood.

40. - Journal Article without DOI (when DOI is
not available):
Becker, L. J., & Seligman, C. (1981).
Welcome to the energy crisis. Journal of
Social
Issues, 37(2), 1-7.
Hamfi, A. G. (1981). The funny nature of
dogs. E-journal of Applied Psychology, 2(2),
38
-48. Retrieved from
http://ojs.lib.swin.edu.au/index.php/fdo

41. - Becker, E. (2001, August 27). Prairie farmers reap
conservation's rewards. The New York Times.
Retrieved from http://www.nytimes.com
Encyclopedia Articles:
- Brislin, R. W. (1984). Cross-cultural psychology. In R.
J. Corsini (Ed.), Encyclopedia of psychology (Vol. 1,
pp. 319-327). New York, NY: Wiley.
- Developmental genetics. (2005). In Cambridge
encyclopedia of child development. Retrieved from
http://0-
www.credoreference.com.library.muhlenberg.edu:80/e
ntry/cupchilddev/development al_genetics
Online Newspaper Articles:

42. - Hershey Foods Corporation. (2001, March 15).
2001 Annual Report. Retrieved from
http://www.hersheysannualreport.com/2000/index.
htm
Book Reviews:
Dent-Read, C., & Zukow-Goldring, P. (2001). Is
modeling knowing? [Review of the book Models of
cognitive development, by K. Richardson].
American Journal of Psychology, 114, 126-133.
Technical and Research Reports (often with
corporate authors)

43. Data Sets:
 Simmons Market Research Bureau. (2000).
Simmons national consumer survey [Data file].
New York, NY: Author.
Blog post:
 Lincoln, D. S. (2009, January 23). The
likeness and sameness of the ones in the
middle.
[Web log post]. Retrieved from
http://www.blogspace.com/lincolnworld/2009/1/2
3.php

44. Website with no author or date of
publication:
Census data revisited. (n.d.). Retrieved
March 9, 2009, from Harvard, Psychology
of Population website,
http://harvard.edu/data/index.php
Do not include retrieval dates unless the
source material may change over time. If no
DOI has been assigned to the content,
provide the homepage URL.
Reprint from Another Source:

45. Citation in the text:
(Newton, 1998/1999).
Reference List Citation:
Newton, W. (1999). Return to Mars. In C.
Mari (Ed.), Space Exploration (pp. 32-
41). New York, NY: H.W. Wilson.
(Reprinted from National Geographic,
pp. 2-26, August 1998).

46. Thesis Statement: Service-learning programs implemented in American
undergraduate universities since 2000 have not only proven beneficial for the
individuals or organizations being served but also for the participating students by
offering opportunities for academic, emotional, and social growth.
Prior studies have identified many benefits
for educational institutions from service-learning
programs. These benefits include positive perceptions
of the university by the community (Miron & Moely,
2006), enhanced student retention rates (Eyler et
al., 2001), positive teaching and learning outcomes
such as greater student involvement and
participation in class (Caruso et al., 2007), and
increased opportunities for meaningful research
and scholarly activities (Strand et al., 2003).
Summary
of key
research

47. In this study and related research, the
individuals serving are university students who are
collaborating with the community partner. The
studied benefits to individuals serving include
cultural awareness sharing (Crabtree, 2008), as well
as networking opportunities and application of
classroom learning to real-world issues (Bowen et
al., 2009). Ultimately, service-learning stimulates
student learning and engages students in their
surrounding communities. Service learning creates
new goals for students such as personal
development, career development, moral
development, academic achievement, and
“reflective civic participation” (Lamb et al., 1998).
These types of projects allow students to utilize
material learned in the classroom to improve
societal conditions
Evaluation
and
application
to thesis/
topic

48. Integrating concepts and theories
learned in the classroom with everyday life
makes students more capable of highlighting
the importance of each course. Additionally,
material learned in business courses can be
applied to benefit the community through a
variety of tangible services, such as business
planning or marketing new programs. Service
learning is an excellent way for students to
apply their course lessons to real-world
situations and concurrently benefit the
community.
Analysis
and
synthesis

54. Workshop
Instruction:
1. Search for literature related to your research
problem/topic crafted in session 2
2. Write Literature using proper citation
3. Paraphrase the original statement to a
researchers idea
4. Present your outputs to last for 5 minutes

55. 10 - Logical organization, precise expression of thought,
spelling, punctuation, grammar, proper tense,
professional language.
8 - Logical organization, precise expression of thought,
however, minor spelling, punctuation, grammar, proper
tense, and/ or professional language problems.
5 - Weak organization and expression of thought OR major
spelling, punctuation, grammar, proper tense, and/ or
professional language problems.
2 - Weak organization and expression of thought AND
major spelling, punctuation, grammar, proper tense,
and/ or professional language problems.
0 - paper did not include this element.

56.  5 - The internal references and reference page
conformed to APA Format.
 4 - The internal references or reference page include
one area of improper formatting.
 3 - The internal references and/or reference page
include two areas of improper formatting.
 2 - The internal references and/or reference page
include three areas of improper formatting.
 1 - The internal references and/or reference page
include four areas of improper formatting.
 0 - The internal references and reference page did NOT
conform to APA Format.

57. “ Why settle for
LESS, when you can
do your BEST!”
(Anonymous)

58. Thank you!!!