How to Make a Review of Related Literature

Do not you know how to make a review of related literature? No panic! Make use of our guide
and you are sure to create a qualitative review of related literature.

What is a Review of Related Literature?

A review of related literature is an integral part of theses or dissertations. It may also be a

required part of proposals. The main purpose of a review of related literature is to analyze
scientific works by other researchers that you used for investigation critically.

How to Write the Introduction of a Review of Related Literature

In order to make the Introduction elaborately, take the following steps:

1. Identify the general topic of the sources under discussion. Thus, you will provide the
context of your review of related literature;
2. Discuss what was already presented about the topic of your paper: conflicts in a theory,
conclusions, gaps in research and scholarship, etc.
3. Explain why the literature used is worth reviewing.

How to Write the Body of a Review of Related Literature

When writing the Body, do the following:

 Group the sources according to their common dominators (approaches, objectives or any
specific chronologies);
 Give the examples of how to sort out these groups. Use quotations, evidences, data, etc.
They will make your review of related literature more valid.

How to Write the Conclusion of a Review of Related Literature

To make the Conclusion, do the following:

 Summarize the contributions of the literature sources made to the area of study you
investigate. Maintain the central focus in the Introduction;
 Give a kind of insight into the relationship between the topic of your review and a larger
study area (e.g. a discipline, a scientific endeavor, etc.)
 eview of Related Literature
 A review of related literature is the process of collecting, selecting, and reading books,
journals, reports, abstracts, and other reference materials. The following information may
be collected:
 1. Background information about the problem and related concepts.
  2. Theories that explain the existence of the problem and the possible connection between
certain factors and the problem
 3. Data that confirms the existence and seriousness of the problem
 4. General and specific findings of studies related to the problem
 5. Recommendations for further study given in related studies

Literature in the Kto 12 curriculum

MINI CRITIQUE By Isagani Cruz (The Philippine Star) | Updated November 22, 2012 - 12:00am

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In the current (about to be old) basic education curriculum, literature is taught mainly as part of
language courses, except for explicitly literature-oriented sessions on novels such as the Noli and
the Fili. Because literature is taught as a particular form of language use, what makes a literary
text literary is often ignored.

The recent interest around the world in literature (emphasized in the STAR columns last Monday
of Butch Dalisay and Krip Yuson) has made it clear that literature should be taught as literature
and not only as an example of excellent language use.

What is the role of literature in the new K to 12 curriculum? We can take a quick glance at the
learning competencies and standards in the new curriculum to see if literature will finally be
given its proper place in the education of our youth.

Creative writing is included in the curriculum now used for Kindergarten classes. Our children
are going to be prepared to appreciate and even to produce literature from Day One of their stay
in public schools.

Songs, poems, and narratives are included among the texts that should be understood and
appreciated by elementary school pupils.

The K to 12 Curriculum Guide for English for Grades 1 to 3, for example, lists the following
competencies:

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“Describe literary elements of text including characters, plot (specific events, problem and
solution), and setting.

“Describe characters (e.g., traits, roles, similarities) within a literary selection.

“Make simple inferences about thoughts and feelings and reasons for actions.

“Identify key themes and discuss reasons for events.”

Florante at Laura, the Noli, the Fili, and some of the novels included in the 1997 Canon of
Philippine Literature are still going to be read in Junior High School (Grades 7 to 10), as they are
now.

The Competencies Matrix for Grades 7-10 for English lists skills such as the following:

“Identify dominant literary devices and figures of speech that add color and heighten meaning in
the reading selection.

“Use specific cohesive and literary devices to construct basic literary and expository written
discourse such as poetry, drama, fables, parables, myths, legends, personal essays, biographies,
and vignettes.

“Ascertain the features of the reading selection that clarify its adherence to or dismissal of a
particular tradition of literary production.

“Organize an independent and systematic approach to critiquing a reading selection.”

The last two competencies assume that literary history, literary theory, and literary criticism will
be taught in Junior High School.

In the draft curriculum for Senior High School, there are two subjects explicitly focused on
literature and not on language (they can be taught in any language).

In the Second Semester of Grade 11, a course called “Contemporary Regional Philippine
Literature” has been proposed, which would focus on “critical discussion and appreciation of
literary texts originally written and/or published in the 21st century in the region where the
school is located.” The course is derived from the current college course called “Literatures of
the Philippines.”

In the First Semester of Grade 12, a similar course called “Contemporary World Literature” has
been proposed, which would focus on the “study of international literary texts originally written
and/or published during the 21st century.” This course is derived from the current college course
called “Literatures of the World.”

Why is literature being given much more attention now than in the past? Simply because
literature has proven its worth in preparing what DepEd calls the “holistically developed Filipino
with 21st century skills.”

DepEd breaks down this overall outcome of basic education into four verifiable types of skills:
information, media and technology skills; learning and innovation skills; life and career skills;
and effective communication skills.

Literature is a major factor in achieving these four skills.

Film and television shows, for example, which are major forms of media, all use literary
techniques such as narrative, character, and theme. Newspapers also use narrative, particularly in
feature articles and continuing news stories.

Literary writers are nothing if not innovators. They continually create pieces that have never
been seen or read before. They explore and extend established forms of writing. They reinvent
language with every literary text they write.

There is admittedly no chance of making big money if you pursue a literary career, unless your
penname is J. K. Rowling or Bob Ong, but if you want to understand life itself, your best bet is to
read literature. Remember that all the persons who changed the world loved literature — Plato,
Aristotle, Confucius, Jesus, Muhammad, Rizal, Freud, Marx, Einstein, Mao, Gates, Jobs.

Needless to say, writers are the best users of language. Literature is the benchmark for all
effective communication.

Will knowing literature prepare a student for college?

The College Readiness Standards already approved and disseminated by CHED has a section on
literature. CHED requires that, “after 12 years of pre-university education, a student wishing to
enter college should be able to (among others):

“Analyze themes, structures, and elements of myths, traditional narratives, and classical and
contemporary literature.

“Read a poem with proper pronunciation and appropriate emotion.

“Recite at least ten poems from memory.

“Identify the characters, setting, theme, conflict, and type of a work of fiction.

“Discuss literary devices, such as point of view and symbolism, used in a work of fiction.”

Yes, literature is very much in the new curriculum.

http://www.philstar.com/education-and-home/2012-11-22/870573/literature-kto-12-curriculum
History as a basic education competency
By: Butch Hernandez
@inquirerdotnet
Philippine Daily Inquirer

02:13 AM May 21st, 2016

Believe it or not, the new K-to-12 curriculum that takes effect beginning this school year in all
elementary and high school classes discusses both Philippine and world history quite
extensively. As former education undersecretary Isagani Cruz pointed out last year, “The story of
our country, as told in the K-to-12 curriculum, is a story of fighting for freedom, first against
foreign invaders, then against local and foreign rulers. When the history of the world is taught in
K-to-12, the same theme of fighting for freedom is echoed.”

In fact, a close inspection of the K-to-12 curriculum guides, easily accessible at the Department
of Education website, will show that the discussion of history and historical events can be found
in the learning areas of practically every grade level. Cruz cited the teaching of Asian history in
Grade 7, which deals with the struggles of various Asian countries against colonialism,
imperialism and neocolonialism, and the teaching of European history in the context of
imperialism in Grade 8. Furthermore, there are discussions on President Carlos P. Garcia’s
“Filipino First” policy that is now enshrined in Article XI, Section 9 of the 1987 Constitution and
on the Oil Deregulation Law in Grade 9, and discussions on same-sex marriage, the
Reproductive Health Law and political dynasties in Grade 10.

Finally, everything learned since kindergarten is summarized in Senior High School through a
core subject called “Contemporary Philippine Arts from the Regions.” This subject, according to
Cruz, “brings the learners to the 21st century, forcing them to take seriously the products of
artists living in their own communities.”

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The new K-to-12 curriculum shows that the DepEd is not averse to making the appreciation of
history a core basic education competency, at par with English, science, math and Filipino. In
fact, the study of history is the best way to nurture the discipline of critical thinking in learners,
in much the same way that scientific inquiry becomes second nature to students through their
science subjects.

Existing global evidence likewise strongly suggests that a curriculum that consistently nurtures a
deep sense of legacy is a key characteristic of high-performing education systems, regardless of
whether a society is authoritarian or liberal. For instance, in Fidel Castro’s Cuba, education has
always been a cornerstone of the Cuban Revolution. The curriculum is designed to impress upon
learners that they are duty-bound to use and improve their talents and skills for the common
good.
Singapore and South Korea did the same thing when they took a long hard look at their
respective curriculums several years ago. The learning approaches of these two countries differ
greatly, but their education systems strongly emphasize national identity. Singapore’s math and
science curriculums are legendary, and its students practically dominate international assessment
tests. South Korea, on the other hand, imbues its students with a sense of purpose. When they go
abroad to study engineering, information technology and healthcare, they do so because they can
bring back their world-class competencies for the benefit of national businesses and industries.

Lately, social media has been abuzz with calls to rewrite history textbooks in the wake of
Ferdinand Marcos Jr.’s bid to put himself a heartbeat away from the presidency. Is the study of
who we are and where we came from of such low priority that we need to crowdsource the
sentiment in order to heighten its importance?

Roscelle Cruz, the information specialist at the University of the Philippines Library who
famously dared netizens and Marcos apologists to unfriend her on Facebook, pointed out that
irrefutable evidence and accurate historical accounts of the atrocities during the Marcos
dictatorship are readily accessible to anyone who cares to look. “They can just go up to the third
floor of the UP Main Library and find me. I’ll give you all the records, documents and photos
that I have [of] martial law,” she said.

Cruz raised an excellent point: All the information one needs to investigate any historical event
dispassionately is readily available, online or in print. And yet, it is disheartening to see how
easily memes and viral videos derail intelligent public discourse, and not just among millennials.
I’ve seen well-educated professionals sharing these sometimes humorous but poorly researched
posts online, without even the benefit of cursory verification.

In her paper titled “Making a Case for History In Basic Education,” Maria Serena Diokno wrote:
“History serves numerous purposes, from the development of citizens as meaningful members of
a larger community with which they identify, to the training of the mind in critical thinking and
sound judgment.

“The practical applications of historical skills abound in everyday life, from writing reports and
accepting (or rejecting) them as trustworthy, to tracing household payments over time and
tracking prices of goods at the market.

“History’s social purpose rests on the discipline’s intimate alliance with identity, both individual
and shared. For this reason, history is also closely linked with civics and the values of
citizenship, sovereignty, freedom, and justice. For this reason, too, history is taught to children in
the hope that they grow up to be fine citizens, conscious of their identities, rights and duties as
persons and members of the nation and the world.”

http://opinion.inquirer.net/94842/history-as-a-basic-education-competency
BFB Fundamentals: Why Teach History through Literature
January 29, 2014 by realoves

History is the essence of innumerable biographies. –Thomas Carlyle

Why Teach History through Literature? by Rea Berg

In our first installment of this series, we looked at the importance of the study of history. When
we consider the question of how history ought to be taught and why we would consider
teaching history through literature, there are some interesting points to bear in mind: 1. How
has history been taught through the ages? 2. Why use literature to teach history? 3. Why is the
use of literature the most effective way to learn history?

How has history been taught through the ages?

Waves of immigrants posed challenges to 19th century educators

In the nineteenth century, with the dawn of compulsory education in America, schools were
forced to begin to standardize what should be taught to all these children sitting eight hours a day
at their obligatory desks. Because the dawn of compulsory education coincided with
industrialization and with a massive influx of immigrants, educators felt motivated, from a
sometimes elitist mindset, to educate the masses for the purposes of creating a literate work
force. Presented with the challenge of getting all these children from varying backgrounds on
the same educational “page”, it is easy to see how the textbook naturally evolved. Certain
events, personages, significant battles and historical milestones were deemed essential
knowledge for the creation of good citizens and a stable workforce. These “facts” were
compiled into disseminated formats stripped of the narrative elements of story, resulting in dry
works of little human interest and no literary value.

Standardizing the teaching of history spelled the death knell for creating any love of history in
that rising generation of new Americans. It also flew in the face of how history was taught for
centuries. From ancient times forward students studied history by reading history. In other
words, if a student say, in the Middle Ages, was studying history he read the works of
Herodotus, Thucydides, Eusebius, Plutarch and Josephus. Of course, if you were a young French
boy studying in a monastic school in Paris, reading these works meant learning Greek, Latin, and
in some cases Hebrew, for ancient histories were not translated into vernacular languages until
the late 1200s. In some instances, it would be centuries before these ancient classic texts
appeared in English. An English schoolboy in London, would not have had Plutarch’s Parallel
Lives in English until the late 1500s. This is one reason why a classical education was always
inextricably linked with the study of Latin and Greek.
Why use literature to teach history?

Our ancient young predecessors, sitting by candlelight or lamplight, reading history, actually
read history through literature. There simply was no other way to study history–which brings us
to our second point. History has effectively been taught through literature since ancient
times. Only just the last century or so has this vibrant subject been robbed of its human
connection by the ubiquitous textbook. As Neil Postman urges in his book, The End of
Education, those who desire to improve teaching ought to get rid of all textbooks which, in his
opinion are “the enemies of education, instruments for promoting dogmatism and trivial
learning” (116). Exchanging literature–biographies, classical works, even historical fiction, for
the history textbook not only restores this discipline to its historic roots, but also reinvigorates it
with its inherent passion, human interest, and wonder. A middle-grade child reading Johnny
Tremain for her studies of the American Revolution will learn far more about the essence of that
struggle than even the most colorful textbook could ever impart.

Why is the use of literature the most effective way to teach history?

Literature, as defined by the Oxford reference is “written works, especially those considered of
superior or lasting artistic merit.” Now, I’m not sure about you, but I have yet to hear of a single
history textbook to win a Pulitzer or a Nobel prize for Literature. Written works achieve the
status of literary merit by their ability to speak to the human condition and the experiences, trials,
and aspirations of the human heart. In this way, the best works draw the reader into the drama of
the story and through the emotions open the mind. David McCullough, Pulitzer prize-winner for
his work John Adams, affirms that the most effective way to teach history is to “tell stories.”

That’s what history is: a story. And what’s a story? E. M. Forster gave a wonderful definition to
it: If I say to you the king died and then the queen died, that’s a sequence of events. If I say the
king died and the queen died of grief, that’s a story. That’s human. That calls for empathy on the
part of the teller of the story and . . . the listener to the story. (“Knowing History”)

The notion of emotion and empathy as a critical component of history’s ability to speak to the
human heart, was promoted by Charlotte Mason, the 19th century educational reformer. She
advocated the use of “living books”–literature, history, biography—”to open limitless avenues of
discovery in a child’s mind”. She taught that all, “Education should aim at giving knowledge
touched with emotion” (For the Children’s Sake). It is the connection between the human heart,
mind, and will, that makes the study of history so enjoyable and memorable to those fortunate to
study it through the best books. As a wonderful by-product, students brought up on an
educational curriculum rich in the best literature often become compassionate, engaged, and
thoughtful adults–the best possible educational outcome.

Works Cited:

“Knowing History and Who We Are.” David McCullough. Imprimis. Hillsdale, MI: Hillsdale
College. April 2005.
Susan Schaeffer Macaulay, For the Children’s Sake: Foundations of Education for Home and
School, Wheaton, IL: Crossway

Books, 1984.

https://reaberg.com/2014/01/29/bfb-fundamentals-why-teach-history-through-literature/

Fact or Fiction? Teaching History with Literature

 Michelle Griep Contributing Writer
 2006 6 Mar

Pop quiz! Rifle off the dates for the Punic Wars, the Gallic Wars, and the Seljuk Turk uprising — then list the major
players and their respective shoe sizes.

Feeling a little overwhelmed? Welcome to how students feel when facts, dates and lists are crammed down their
throats in the name of teaching history.

As homeschoolers, we dare not trivialize nor create a boring dislike of this topic. The instruction of history is
important not just because of the age-old adage, "If we do not learn from history, we are bound to repeat it," but also
because every other subject hinges on history. We must make our students see people of the past and their
circumstances as real, facing the same problems we face, if we want to bring relevancy to this subject.

One of the best ways to make history relevant is through literature. Doubtless many have read or heard Diana
Waring or Carole Joy Seid praise this method in the homeschooling realm, but even secular institutions have come
to recognize the value of teaching history through literature. . . and it’s not even a recent innovation. Nineteenth
century common schools used fact-based fiction stories as a curricular core. And today an indication of this trend
can be seen in the number of academic and popular articles published in the past ten years relating the benefits of
teaching history via literature.

But what about textbooks? Three major studies (Levstik 1986, VanSledright 1995, VanSledright & Kelly 1996) all
concluded that a students’ interest and their ability to learn and retain information measurably increased when
literature was used. Textbooks are what their name implies, namely text that’s been condensed and stripped of life
and color. Translated: boring. Without providing some rocket’s red glare, interest and retention fizzle.

So, what about computers? Flashy software certainly can hold a student’s interest. No doubt about it, the computer is
a useful tool for education. However, relegating the instruction of history to a game show format will not connect
personally or emotionally with that student. Once again, it is retention that will suffer once the glitz of the animation
wears off.

Textbooks and computers can be part of an overall curricular plan for history instruction, but historical fiction is
what will truly captivate a student and remain in their memory.

Granted, there are those who feel a tad nervous about using historical fiction. It is, after all, fiction. Right? True, but
excellent historical fiction is based on solid research. If the author’s done his job, real facts and events will be
enjoyably conveyed. Also, keep in mind that even textbooks or non-fiction resources are not entirely free from error.
In fact, many contradict each other.
Besides the usual classics of historical fiction such as D’Aulaire, Dalgliesh, and Sutcliff, new works are published
every year. A delightful new series by Jack Cavanaugh and Bill Bright are one such example. Fire and Storm both
follow the Great Awakening of the 18th century. Witness for yourself the jockeying of rural residents while they use
their pastor as a scapegoat, only to be baptized by the revival for which he continually prayed. Catch the political
upheaval of an infant nation enamored with the French revolution’s thirst for blood. Caught up in the action, you’ll
be surprised at how much historical fact you’ve devoured once you finish one of these books.

You don’t have to break into your piggy bank to fund this excursion into historical fiction. "Google" discount and
used books. Garage sale season is nearly upon us as well as homeschool conference used book sales. And don’t rule
out unusual sources such as museum or history center gift shops — especially great for local history.

There are endless ways to incorporate literature-based history as a subject other than the obvious shove a book into
your student’s hands. Read out loud as part of a cozy bedtime ritual. Get books on tape/cd which will make errand-
running time doubly productive, not to mention interesting. Older students can read aloud to younger students,
especially if you combine story time with cookies and milk.

Be forewarned that if you apply good historical literature to your usual homeschool routine, the next time you or
your student is asked, "Quick! Compare and contrast China’s Hsia Dynasty to the Shang," you might be surprised at
the answers that come pouring out.

Michelle Griep has four children and wears her stay-at-home-mom badge with pride. She's homeschooled for the
past thirteen years and in her spare time (as if) is a freelance author. She can be reached at mmgriep@usfamily.net

Using Literature to Teach History: An ERIC/ChESS Sample

David Kelly

OAH Magazine of History

Vol. 13, No. 2, Using Literature to Teach History (Winter, 1999), pp. 53-55

Published by: Oxford University Press on behalf of Organization of American Historians

Stable URL: http://www.jstor.org/stable/25163275

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