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Constructing and writing literature r eviews

Constructing and writing literature r eviews. The Writing Development Centre Contact: wdc@ncl.ac.uk. @ ncl_wdc Writing Development Centre Explore the possibilities. Outline of today’s session. Writing as product: the literature review Key aspects of a literature review

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Constructing and writing literature r eviews

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  1. Constructing and writing literature reviews The Writing Development Centre Contact: wdc@ncl.ac.uk @ncl_wdc Writing Development Centre Explore the possibilities

  2. Outline of today’s session Writing as product: the literature review • Key aspects of a literature review • Demonstrating learning • Analysing an example text • The function of a literature review Writing as process: writing a literature review • Critical domains of reading • Strategies for maintaining an overview of the literature

  3. Writing as product What is the final writing product? Who are you writing for? • Read the Literature Review extract. • Does it meet your own expectations of what doctoral level writing should • do? Why/why not? • Think about the level of skill and knowledge the writer projects, as well as the qualities they present.

  4. Writing as product What is the final writing product? Where does the literature review fit into this larger piece of writing? Purpose and function?

  5. Key aspects of the Literature Review • Your focus/agenda • What is the aim of your Literature Review? • Mapping existing knowledge • Key themes, patterns, issues • Debates and controversies • Key theories/definitions • Evaluating existing knowledge • Your viewpoint/stance • How does the literature relate to your project? • Gaps

  6. Thinking and writing… Freewriting activity Capture your current thinking about: • Potential aims of your literature review • Possible or emerging themes, patterns and/or issuesfrom your research and reading • Possible or emerging debates and/or controversies from your research and reading • Key theories/definitions • Your current viewpoint about the literature and its connections with your study

  7. Demonstrating Your Learning: Bloom’s Taxonomy So what? What if? What next? (Consequences/ implications) Bloom’s taxonomy of cognitive learning How? Why? (making connections) What, who, when? Where? @ncl_wdc Writing Development Centre Explore the possibilities

  8. Analysing an example of a text ‘product’ As you re-read the example, make a note of any observations about the different aspects of authorial voice; • Paragraph structure – where to put your point • Tense: present tense = current, past tense = no longer current • Reporting verbs: neutral vs ‘loaded’ • Signpost words: however, therefore, in contrast, moreover, indeed etc • Placing of reference: integral vs non-integral • Use of quotation • Hedging: ‘it could be argued’

  9. The function of the Literature Review • To develop and demonstrate your knowledge of your field • To develop and demonstrate your understanding of theory and method • To ‘map the field’ • What is the existing state of knowledge in this field? • Key patterns, themes, trends, debates? • To situate yourself on this map • What’s missing? What are the gaps? • Why are these gaps problematic? Why do they need to be filled?

  10. Writing as process: constructing the product Reflecting on the writing process: - What is your writing process? • What are the different stages? • In what order do these stages occur?

  11. Writing as a process (or series of processes!) • What is involved in the writing process which results in the product?

  12. Reading and thinking: domains of critical reading Reflecting on approaches to reading: - What questions might you ask of sources? • What strategies might you use to help you make sense of the literature, map and evaluate existing literature?

  13. Three Domains of Critical Reading

  14. Strategies for gaining and maintaining an overview of the literature • Note-taking strategies • Note not just the content but your reaction to it, links with other texts, and your potential use for it • Map the literature: mindmaps, digital tagging, categorise • Writing prompts(Rowena Murray): • The main debates in my field are: • The main schools of thought are: • The main problems are: • What’s already known about this is: • The way thinking has changed is: • The areas that need more research are: • Research journaling

  15. Planning and structuring your review • Establish your own agenda • What will your Literature Review do? What moves does it need to make? • There may be more than one function/purpose

  16. Constructing your writing:Structural principles

  17. The Writing Development CentreDevelop your academic skills • Revise effectively • Critically review literature • Structure essays • Use drafting & editing techniques • Make the most of lectures & seminars • Manage your dissertation or PhD thesis • Avoid plagiarism • Improve your exam technique • Take effective notes • Think critically • Interpret essay questions • Understand assessment criteria • Read efficiently • Argue convincingly • Plan assignments • Manage your time • Express ideas confidently

  18. The Writing Development CentreLevel 2, Philip Robinson Library Undergraduate - Masters - PhD Our team of expert tutors offers: - One to one tutorials - Online resources including our Blog - Activities including Write Here, Write Now Visit us online: http://www.ncl.ac.uk/students/wdc/ HASS – SAgE - FMS

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