1.1

1. 1.1 Rough Draft of the Literature Review

2. Literature Reviews: • Your grader will make a preliminary judgment based on 1) the introduction and 2) the source list. • Introduction: Review the Sample Introductions on the blog • Is the scope narrow enough? Has the introduction defined what the literature review will and will not be addressing? If the literature review is focused on fracking, the review may have narrowed the focus to environmental impact on the soil, but not included literature on fracking contaminating water with methane because there are too few studies. • Has the introduction discussed the significance of the issue? Why are researchers interested in this topic? • Has the introduction discussed the major discussions in the research, thereby outlining the coming sections of the literature review? • Does the literature review have a thesis statement that matches one in the 1.1 assignment directions? In other words, is it making a statement about the literature, not the topic? Find your thesis statement. How clearly does it match one of the three purposes for a literature review in the 1.1 assignment directions? Will the connection be obvious to graders?

3. Literature Reviews • Source list • The sources should be specific to the topic in the introduction. Are the sources about fracking’s effect on soil or fracking in general? • Are some of the sources from the same journal? • Are any of the sources by the same author? • Do the titles share similar phrases that denote a specific focus? • Fine Tuning the Source list • Contains a minimum of eight sources, correctly formatted for MLA works cited list. • Title: Works Cited • Alphabetized by author’s last name/lead author’s last name

4. Body Sections: • You will need to identify two or three (preferably three) discussions in the literature to create groups of research. Remember the sections for the literature review we looked at for BA 2? Prevalence, Predictors, Barriers….. • Consider providing headers in all caps to label each group of literature. • FRACKING’S IMPACT ON THE SOIL NUTRIENT LEVEL • Each subsection should synthesize AT LEAST TWO and probably THREE sources • Within each of these subsections, begin by telling your grader what researchers are looking at in this discussion and why. Then synthesize the sources as we did in BA 3. It will be best to have two to three paragraphs for each of these subsections. (Treat each subsection like a BA 3) • Consider this format: • First Paragraph in the subsection: Introduces the research and then synthesizes source A with source B. • Second Paragraph in the subsection: Synthesizes source C with both sources A and B. Draws a conclusion about the literature in this group.

5. The Synthesis: Introduce the sources: • Provide: • The author/s: • The first time the author/authors are introduced, use their first and last name. Refer to them by their last name only every time after the initial introduction. • Provide the title of the article (only once). Capitalize every major word and place the title inside quotation marks. • A very brief (1-2 sentences) overview. What is the author’s focus and opinion on the subject? • After using this method to briefly introduce the source, focus on synthesis. • Remember that your grader will want to see that the sources are the focus of the literature review. A good way to accomplish that goal is to make sure the sources and their authors/those author’s opinions are the subject of your sentences.

6. Synthesis: • Graders will also be looking at the quality of your synthesis, and remember that synthesis should not be simple. Authors may agree in one area, but disagree in another. They also will likely have different angles and focuses on the issue. Thorough synthesis does more than say, “Like author A,…..”. That type of synthesis is a start, but really explore how the opinions, focus, and method meet and diverge. • Like author A, author B thinks x. Provide quote or paraphrase to support that claim. However, author B emphasizes this issue with x, whereas author A only looked at x from this angle. Provide quote or paraphrase to support that claim. Author B is also more concerned about y than author A. Provide quote or paraphrase to support that claim. Importantly, Author B also disagrees with Author A about z. Provide quote or paraphrase to support that claim.

7. How often should I quote? • While some direct quotation is fine, literature reviews rely on paraphrase. Use paraphrases to encapsulate the author’s/authors’ opinions and focus and use direct quotations sparingly. However, paraphrases require direct citations just like quotes. • Do not plagiarize- include textual citation! • Also, if you include the author’s name in the sentence, only the page number should appear in the citation.

8. Conclusion • Summarize major contributions in the light of the focus mentioned in the introduction. • Potentially, suggest areas of future research. • Connect your literature review with a larger area of study, field, or profession. Why is this issue important?

9. Grading Rubric • C1—Issue Identification and Focus: Does the student do a thorough job of explaining his or her purpose for the review?  Does the research/scholarly work take precedence? Is the significance of the scholarly work clearly stated? • C3—Sources and Evidence: Does the student use scholarly/reputable sources? Does the student synthesize the sources, not only summarizing the scholarly perspectives but also providing insight into the significance of the scholars’ contributions and their relationship to each other? • C5—Own Perspective: Is the student’s voice apparent throughout the analysis? • C6—Conclusion: How effectively does the conclusion pull the analysis together?  • C7—Communication: How effective is the organization of the review?  How effective is the student’s writing at the sentence level?

10. 1.1 Due Saturday! • 1500 wordsNOT COUNTING the works cited list. Meet the minimum word requirement. • Minimum of eight sources (I think 9 works well). These sources must be introduced in the text, have textual citations, and have a matching entry in the works cited list. • The focus of this submission should be the sources, not the topic itself.

11. Peer-Review Activity • Find a partner and switch papers. Small groups of two or three will work best. • Get out the blank 1.1 checklist you needed to bring to class and assess your classmate’s work. • Remember that working well with others is a valuable skill. Provide professional and polite feedback to your peers.

12. Some tips on improving your grade: • Read the required material from the textbook and handbook. • Read assignment directions carefully and list what the directions are asking you to do. • Think carefully about the assignment purpose/objective. • REVIEW MY POWERPIONTS: Especially the slide on the grading rubric. • If you would like me to look over your work, bring it to my office hours on Thursday, but do not email it to me. • Make an appointment at the university writing center

13. Homework for Next Week • Reading 6: Part I, Section 4b, "Reviewing Your Peers" (pp.75-86); First-Year Writing Ch. 10 pp. 231-253 • Print your literature review (and graders comments if you have them) and bring it to class with you. • No participation assignment due next week!