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11
Inquiries,
Investigations &
Immersion
Quarter 3 – Module 3
Reading on Related Studies
Inquiries, Investigations and Immersion – Grade 12
2nd Semester Quarter 1 – Module 3: Reading on Related Studies
First Edition, 2021

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Inquiries,
Investigations and
Immersion
Quarter 3 – Module 3
Reading on Related Studies
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to
understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if
you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 Let Us Learn!

This module was designed and written with you in mind. It will help
you to write the review of related literature of research study.

After going through this module, you are expected to:

1. Select, cite, and synthesize related literature used according to

ethical standards (at least 4-6 local and international sources).

By the end of the module, the learners are expected to:

• Evaluate related literature;

• Compose a review of related literature of their research study;
• Create reference list using APA and Chicago Manuals of Style;
and
• Justify the importance of conducting a comprehensive
literature review.

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 Let Us Try!
Write T if the statement is true and F if the statement is false. Write
your answer on a separate sheet of paper.

____________1. The literature review takes place at the start of the project then
stops.
____________2. Synthesizing related literature means compiling the information
from the relevant sources.
____________3. At the start of a literature search, it is wrong to generate search
terms because they can bias thinking.
____________4. Literature searches are important to do at the start of a project;
they do not continue throughout the project.
____________5. Conducting a literature review is iterative.
____________6. Considering the number of articles, you stop collecting when
you have enough.
____________7. Only literature published in the last ten years should be
included in the literature review.
____________8. It is acceptable to use the ideas of others without crediting them.
____________9. The reference list and bibliography are the same.
____________10. Conducting a literature review will help you refine your
research questions.

Let Us Study

You have now formulated your research questions. It is time to evaluate

their feasibility by scouring relevant literature.

We used to think that the Review of Related Literature is just a

standalone section of a thesis manuscript; however, a literature review is also
part of the topic ideation stage. The research process diagram, as seen below,
illustrates this.

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 The Research Process

Source: Oña, J. P. [FilSci Hub]. (2020, September 13). FilSciHub Research

University: Research Ideation Course (PART 2: Research Ideation – College
Level) [Video]. YouTube. https://www.youtube.com/watch?v=_9HmAbV_aOs

The purpose of the literature review is to have an in-depth examination of

your research topic. In this stage, you are investigating critical elements
where the current understanding of the discipline you’re studying is unclear.
These are the research gaps that you would like to address. The objective is
to identify, scrutinize, and synthesize the most recent, relevant, and
legitimately published texts related to your research topic.

The Review of Related Literature is a comprehensive narrative or

conversational text that will support your research study. You tell the readers
your analysis of existing literature and how it relates to your inquiry. Your
written review will discuss how you are planning to answer your research
questions. Writing the review is your way of communicating to the academic
community and showing them that your research is backed with sound and
properly synthesized ideas from credible sources.

1. Selecting Related Literature

Goals of a Literature Review

The following are the key goals for doing a literature review according
to (Prieto et al., 2017):

1. Demonstrating your expertise with the chosen topic.

2. Summarize facts, theories, and results of previous research
conducted and show its relevance to study.
3. Critically analyze and assess the information from previous research
in the context of conducting further research.

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 4. Proving your ability to perform the research study and provide a
solution to an existing problem.

Sources for the Literature Review

Based on (Peace, n.d., Literature Review), there are three sources for
literature review. They are primary, secondary, and tertiary sources.

Primary Sources are raw sources of information. It provides specialized

knowledge on the subject area you are researching. Examples are
interviews, speeches, theses, company reports, government publications,
to name a few.

The most legitimate primary source is peer-reviewed academic journal

articles. These articles provide quality information since they undergone
content validation from a panel of scholars who are expert in the topic.
Make sure that the article you selected came from a journal that has an
editorial board or contains information about their peer-review process.
Journals who lack this information are considered predatory journals.
Publishers of these journals will publish any article the author/s paid
them for. On the other hand, academic articles published for more than
five years and has high citation count – basis for reputation - are
considered seminal articles.

Secondary Sources provide interpretation and analysis of primary

data. Examples are biographies, newspapers, and magazines. You are
advised against the use of secondary sources in writing your literature
review. These sources can be oftentimes misleading and biased.
Secondary sources are helpful in providing introductory or surface
information since they do not require specialized knowledge about an
issue or topic.

Tertiary Sources compile or collect primary and secondary data

source, for example, encyclopedias, databases, and library catalogs. You
can start your research inquiry using these sources.

Since we are researching through distance education and the

limitations imposed by quarantine regulations prohibit us from visiting
local libraries, we can use tertiary sources which compile research article
published online in looking for related literature. The following are the
websites you can use:

• https://scholar.google.com/
• https://books.google.com/
• https://doaj.org/
• https://academic.microsoft.com/
• https://www.researchgate.net/
• https://www.jstor.org/
• https://plos.org/

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Search Strategy

Do you type the whole statement or question when you search for
something in Google? The texts you type into the search bar of search
engines like Google and Yahoo is called query. A well-constructed query
will help you find articles you needed. You must write down keywords and
their synonyms that are relevant to the topic you are intending to
research. For example, if you wanted to learn about children who take on
parental roles in families, you may need to include “parentification” as
part of your search query. Nonetheless, as high school researchers, it is
better to start with keywords you’re familiar with and start building your
list of search queries as you read more literature.

Use advanced keyword search tools, like Boolean operators (AND, OR,
NOT), in searching for related articles. Use AND if you are looking for
articles that mentioned both keywords. For example, if you're looking for
articles on the vaccine development for the COVID-19 pandemic, you type
"COVID-19 AND vaccine" on the search bar. Conversely, the OR operator
is used when you want to see articles that mentions either COVID-19 or
vaccine, or both. Lastly, the NOT operator, e.g. “COVID-19 NOT vaccine”,
will show results about COVID-19 without discussing the vaccine.

Reading Scientific Articles

Reading the whole research article is arduous and time-consuming.

You should familiarize yourself with the different parts of a scientific
article to develop a strategy in reading them efficiently (DeCarlo, 2018).
Most scientific articles are composed of an abstract, introduction,
methods, results, discussion, and references. An abstract is the executive
summary of the research article, from research question, methods used,
and key findings. The introduction contains the problem statement and
literature review of the article. The methods section shows the strict
procedures performed in the research, i.e. gathering of sample,
measurement of variables, and analysis of data. The results section
discusses the findings of the study. The discussion section reviews the
results and how they fit to existing literature. The references section
contains the list of sources cited in the paper. You can look for related
literature in the references section. This method is called snowballing in
literature studies.

Follow these three simple steps in skimming through research studies.

First, you should read the executive summary or abstract of the paper. If
you are interested, continue reading the introduction and discussion;
otherwise, look for another paper. Once you read the abstract,
introduction, and discussion, you might grasp the gist of the study and
determine its relevance to your study (Oña, 2020).

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Guide in Evaluating Articles

You must read and evaluate the related studies you found. Refer to
these guide questions in selecting the relevant literature published by
Concordia University Library (2020).

Authorship
• Who is the author? What is their expertise in the subject area? Have
they written on the same subject before?
• Are they affiliated with a research institution?
• Who is the publisher? What are their credentials?

Currency/Timeliness
• When was the article published?
• Are you required to use the most recent articles?
• According to (Wolf, 2019), there is no universal standard for
measuring the recency of the literature. Research articles published
in sciences, business, and education require sources published from
the past two to three years. These fields consume, create, and
disseminate new knowledge rapidly. Meanwhile, the rule of thumb
for humanities and the arts is ten years. Nonetheless, you must verify
the validity and reliability of the study regardless of the time
published.

Coverage/Relevance
• Summarized in the abstract is the contents of the scholarly article.
Skim the abstract to make sure that it is related to your research
topic.

Purpose/Audience
• What is the objective of the article – to prove something, persuade the
reader, or describe a phenomenon? An abstract typically states its
purpose.
• Is the paper scholarly (peer-reviewed)?

Accuracy/ Documentation
• Does this article provide a detailed list of references?
• Proper indication of sources. There should be no question about the
responsibility and origin of the information.
• Peer-reviewed articles do not contain spelling and grammatical
errors.

The following are additional guidelines from the University of

Washington Bothell (n.d., Integrating Writing: Assessing Sources) in
evaluating related literature:

Argument/Evidence
• Carefully read the text. Examine the evidence the author is using
and the structure of the argument.

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 • What are the range of evidence used? These can be personal
opinions or observations, research, case studies, analogies,
statistics, facts, and quotations.
• How do the author present and discusses alternative perspectives
concerning their thesis?
• Is there any gaps or inconsistencies in the development of the
argument?

Relevance/Consistency
• Analyze the text regarding your research question and thesis
development, and how it relates to other sources you’ve been
reading.
• If it supports your thinking, identify the
assumptions/biases/perspectives influencing the author, and the
way they compare to your own and those of other authors with
whom this one agrees.
• If it is an opposing perspective, identify the
assumptions/biases/perspectives influencing the author, and the
way they compare to your own and those of other authors with
whom this one disagrees.
• How does this source contribute to your understanding or to
generating new questions in your thinking?

2. Citing Related Literature

In writing a literature review, you must cite the materials you previously
analyzed and synthesized. According to (Bailey, 2017), there are three reasons
we cite our source.

1. Giving Credit. This is our way of appreciating the creators for the
effort they made in creating the ideas we built upon.
2. Strengthen Your Position. We properly cite legitimate and factual
sources to improve the credibility of our statements.
3. Showing Due Diligence. Citing our sources will protect us in case
our source turns out to be erroneous.

Another important reason for citing your sources is to avoid plagiarism.

According to Merriam-Webster online dictionary, plagiarism is "to steal and
pass off (the ideas or words of another as one's own)”. The following events
are considered plagiarism (“What is Plagiarism,” 2017):
• turning in someone else's work as your own
• copying words or ideas from someone without giving credit
• failing to put a quotation in quotation marks
• giving incorrect information about the source of a quotation
• changing words but copying the sentence without giving credit
• copying so many words or ideas from a source that it makes up most of
your work, whether you give credit or not.

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 Citation is naming the source of your ideas and written work. There are
various styles of citation. In this module, we are going to discuss the APA
Manual of Style and Chicago Manual of Style.

APA Manual of Style (7th Edition)

(https://www.uvic.ca/library/research/documents/apa7.pdf)

In Reference List In-Text

Citation
Book: 1 Dombrowski, S. (2015). Psychoeducational (Dombrows
author assessment and report writing. Springer ki, 2015)
Book: 2 Peters, S. N., & Abbott, M. R. (2001). Canadian (Peters &
authors parliamentary law: A call for change. Carswell. Abbott,
2001)
Book: 3 to Smith, K., Jones, M., & Andrews, O. (2005). Guide to (Smith et
20 authors Canadian historical sites for families. Penguin. al., 2005)
Book: 21 or Kernis, M., Cornell, D., Sun, C., Berry, A., Harlow, T., (Kernis et
more Ball, E., . . . Bach, J. (2012). Cooperative al., 2012)
authors endeavors in science education. Random House.
Book: Canadian Mental Health Association. (2007). Mental First in-text
group as health indicators for adolescents. Canadian citation:
author Mental Health Association. (Canadian
(organizatio Mental
n, Health
company, Association
etc.) [CMHA],
2007)
Subsequent
citations:
(CMHA,
2007)
Ebook: Bryant, P. (1999). Biodiversity and conservation. (Bryant,
direct link http://darwin.bio.uci.edu/~sustain/bio65/Titl 1999) or
to item (p. page.htm Bryant
321) (1999)
Ebook: with Northup, S. (2011). Twelve years a slave. Lerner Northup
DOI Publishing Group. (2011)
https://doi.org/10.5149/9780807869444_nort
hup
Encycloped Thomas, W. (2003). Ukulele. In The Canadian (Thomas,
a entry encyclopedia of music (Vol. 13, pp. 433–434). 2003)
University of British Columbia Press.
Encycloped Bray, K., Green, J. P., & Vogan, N. (2010). School (Bray et al.,
ia entry: music. In J. H. Marsh et al. (Eds.), The 2010)
online Encyclopedia of music in Canada. Retrieved
December 23, 2019, from
http://www.thecanadianencyclopedia.ca

8
 In Reference List In-Text
Citation
Journal Whitmeyer, J. M. (2000). Power through appointment. (Whitme-
article: with Social Science Research, 29(4), 535- 555. yer, 2000)
a DOI https://doi.org/10.1006/_ssre.2000.0680
Journal Boutsen, F., Cannito, M. P., Taylor, M., & Bender, B. (Boutsen et
article: (2002). Botox treatment in adductor spasmodic al., 2002)
without a dysphonia: A meta-analysis. Journal of Speech,
DOI, with a Language, and Hearing Research, 45(2), 469-
nondatabas 481. http://jslhr.asha.org
e URL
Magazine Scott, R. B. (2007). Down a familiar path [Review of the (Scott,
or Journal: book Harry Potter and the deathly hallows]. The 2007)
review Children’s Reader, 21(3), 47.
Website, Rules of play. (2008, March 22). (http://ww
entire http://www.rulesofplay.org w.rulesofpl
ay.org)
*Use this category only when the work does not better
fit within another category. Ask yourself, “What type of
work is on this website?” then choose the reference
category that is most like the work you want to cite.
(e.g. to cite a report from a government website, use
the reports category) *To mention a website in general,
do not create a reference list entry or an in-text
citation. Instead, include the name of the website in
the text and provide the URL in parentheses.
Web page Gomez, D. B. (2006). A timeline of English literature. (Gomez,
http://www.historyinanutshell.com/englishliter 2006)
ature.html
Web page: Skunk cabbage. (n.d.). (“Skunk
no author, http://www.wetlands.org/cabbage Cabbage,”
no date n.d.)
Blog post Adams, A. (2019, October 8). Book and book chapter (Adams,
references: No location required. APA Style Blog. 2019)
https://apastyle.apa.org/blog/publisher-
locations-in-book-references
Data set Cullis-Suzuki, S. (2018). Fish and ships: Impacts of (Cullis-
(pp. 337- boat noise on a wild fish and its predators [Data Suzuki,
338 set]. Scholars Portal Dataverse. 2018)
https://doi.org/10.5683/SP2/GHWXNE

Additional General Rules for In-text Citations:

In-Text Citation
Direct Quote (Turnbull, 2000, p. 84) or (Turnbull, 2000, pp. 84-87)
Multiple Sources (Anderson, 2005; Everson & Brown, 2002; Suzuki, 2004)
Multiple Sources, (Jones & Brown, 2003, 2004)
Same Author
Secondary Sources Jones’ diary (as cited in Smith, 2006)
* In this example, Smith (2006) would appear in the
reference list, but Jones would not.

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Chicago Manual of Style (17th Edition)

The Chicago Manual of Style provides two systems of citation styles –

bibliographic system and the reference system. The bibliographic system is
commonly used in literature, arts, and history. The bibliographic system uses
footnotes and endnotes. Meanwhile, the reference system is used by physical,
natural, and social science. The reference system is the one we usually use in
the APA style where the author, date, and pages are used for in-text citation.

The Reference List and Bibliography pages are important parts of the
paper since it provides the other half of the literature cited. The in-text citation
points out which part of the work of others you used, while the reference
contains the complete information about the work you cited. The same is true
with Bibliography except it contains both the cited works and relevant
sources.

We will only be discussing the Reference system in this module.

Type of Citation Authors Cited in Text Parenthetical Format

One work by one Pollan (2006) has argued this (Pollan 2006)
author point…
One work by two Ward and Burns (2007) describe (Ward and Burns 2007)
authors their struggle as…
One work by Heatherton, Fitzgilroy, Hsu (Heatherton, Fitzgilroy,
three authors (2008) argue that… and Hsu 2008)
One work by four Barnes et al. (2008) indicated (Barnes et al. 2008)
or more authors that…
Direct quotations As Edward Tufte points out, “A “A graphical… non-data-
graphical… non-data-ink” (2001, ink.” (Tufte 2001, 139)
139) or
As Edward Tufte (2001, 139)
points out, “A graphical… non-
data-ink.”

The table below shows the format to be used when constructing a

reference list using the Chicago Manual of Style.

Type of Author-Date Reference Entry

Citation
Book Lastname, Firstname. Year of Publication. Title of Book: Subtitle of
with Book, edition. Place of Publication: Publisher.
Author(s)
Strayed, Cheryl. 2012. Wild: From Lost to Found on the Pacific Crest
Trail. New York: Alfred A. Knopf.

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 Type of Author-Date Reference Entry
Citation
Blogs Lastname, Firstname. Year of Publication. “Title of Blog Post.” Name of
Blog (blog), Name of Larger Publication if Applicable. Date of Post.
URL.

Amlen, Deb. 2015. “One Who Gives a Hoot.” Wordplay (blog), New York
Times. January 26, 2015.
http://wordplay.blogs.nytimes.com/2015/01/26/one-who-gives-
a-hoot/.

Social Lastname, Firstname (Screen Name). Year of Publication. “Quote as

Media much as first 160 characters/spaces of post.” Social Media Site (e.g.
Facebook, Twitter), Date of Post. URL.

O’Brien, Conan (@ConanOBrien). 2015. “In honor of Earth Day, I’m

recycling my tweets.” Twitter, April 22, 2015, 11:10 a.m.
https://twitter.com/ConanOBrien/status/590940792967016448.

General Owner or Sponsor of Website. Year of Publication. “Title of Web Page” or

Websites – Description of Web Page (website). Title of Description of the Site as
No named a Whole. Updated/Last modified/Accessed Date. URL.
author
Microsoft Corporation. 2015. “Apps for Office Sample Pack.” Office Dev
Center. Updated October 20, 2015.
https://code.msdn.microsoft.com/office/Apps-for-Office-code-
d)4762b7.

General Lastname, Firstname. Year of Publication. “Title of Web Page” or

Websites – Description of Webpage (website). Title or Description of the Site as
Named a Whole, Owner or Sponsor of the Site. Updated/Last
author modified/Accessed date. URL.

Heck, Jr., Richard G. 2016. “About the Philosophical Gourmet

Report.” Last modified August 5, 2016.
http://rgheck.frege.org/philosophy/aboutpgr.php

Book with Lastname, Firstname. Year of Publication. Title of Book: Subtitle of Book,
an Editor edition. Place of Publication: Publisher.

Daum, Meghan, ed. 2015. Selfish, Shallow, and Self-Absorbed: Sixteen

Writers on the Decision Not to Have Kids. New York: Picador.

Book with Lastname, Firstname. Year of Publication. Title of Book: Subtitle of Book,
an edition. Edited/Translated by Firstname Lastname. Place of
Author/s Publication: Publisher.
plus and
Editor or Tylor, Edward.1964. Researches into the Early Development of Mankind
Translator and the Development of Civilization. Edited by Paul Bohannan.
Chicago: University of Chicago Press.

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 Type of Author-Date Reference Entry
Citation
Chapter or Lastname, Firstname. Year of Publication. “Chapter Title.” In Title
Contribution of Book, Edited/Translated by Firstname Lastname, page
in a Book range. City: Publisher.

Gould, Glen. 1984. “Streisand as Schwarzkopf.” In The Glenn Gould

Reader, edited by Tim Page, 308-11. New York: Vintage Books.
Journal Lastname, Firstname. Year of Publication. “Title of the Article.” Title
Artiles of Journal volume#, no. issue # if no month/season (Month or
Season or issue#): page numbers. URL if found online.

Liu, Jui-Ch’i. 2015. “Beholding the Feminine Sublime: Lee Miller’s

War Photography.” Signs 40, no. 2 (Winter): 308-19.
https://doi.org/10.1086/678242.

Magazine Lastname, Firstname. Year of Publication. “Title of the Article.” Title

Articles of the Magazine, Date of Publication, page numbers. URL if
found online

Vick, Karl. 2015. “Cuba on the Cusp.” Time, March 26, 2015.
http://time.com/3759629/cuba-us-policy/.

Newspaper Lastname, Firstname. Year of Publication. “Title of Article.” Title of

Articles Newspaper (Location), Date of Publication, edition or section if
applicable. URL if found online.

Savage, David G. 2015. “Stanford Student Goes to Supreme Court

to Fight for Her Moms.” Los Angeles Times, April 27, 2015,
Nation. http://www.latimes.com/nation/la-na-gay-marriage-
children-20150424-story.html.

Check this link if you want to read a comprehensive guide on the

Chicago Manual of Style (Author/Date System): http://bit.ly/3rsp7gy.

Reference List

The reference list is placed at the end of your research paper. Each
source you used in the paper must be seen in the reference list.

There four simple rules in writing your Reference list.

1. It should start in new page separate from the body of your paper.
2. The page should be labeled with “References” (format: bold,
center-top of the page.
3. All lines after the first line must be indented by one-half inch from
the left margin.
4. The reference list should be arranged in alphabetical order.

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3. Synthesizing Information from Related Literature

A literature review is not a summary or list of sources used in your

study. Instead, it is a synthesis of more than one material gathered from
selecting relevant studies. In synthesizing your literature review, you infer
information and relationships from the various literature you found. The
literature review is organized coherently - by relevant themes or theories,
opposing ideas, debates, and gaps discovered.

You must organize your selected sources to write a critical analysis

about them. You can use a summary matrix or synthesis matrix, or both;
prepare the summary matrix first, then group the sources by themes using
synthesis matrix. Do this on your research notepad, word processing
software, or spreadsheet.

Summary Table

It is advisable to use a summary table while you are reading

selected literature. You take detailed notes of each article based on the
categories you included in your summary table – author’s name, article
title, publication, main purpose of the article, methodology or research
design, participants, variables, measurements, results, and
conclusions. You can also add a category on the literature’s relevance
to your study and rank them as low, medium, and high. The categories
will depend on the how you intend to answer your research questions.

The table above shows a template of the summary table of

relevant research materials (Bryant, n.d.). Each article is summarized
in columns, while the literature is synthesized across the rows.

Author, Date Source #1 Source #2

Research Question; rationale
Theoretical Foundation
Methods: sample, study type,
etc.
Findings
Conclusions
Limitations, Gaps
Implications for future
research and practice
Theme that emerges
Other Issues

Synthesis Matrix

A synthesis matrix is used to organize and synthesize the relevant

sources of your study. The synthesis matrix is useful when your

13
selected literature is varied in nature. In creating a synthesis matrix,
you must look for common themes among the relevant materials.
Organize them by topic, theme, method, results, theory, or argument.
The table below is a template of a synthesis matrix.

Topic: ____________________

Source 1 Source 2 Source 3 Source 4

Theme 1
Theme 2
Theme 3
Theme 4

Examples of Synthesis

Observe the difference between unsynthesized example

(summarizing information from different literature) to the synthesized
example.

Unsynthesized Example
Franz (2008) studied undergraduate online students. He looked at 17
females and 18 males and found that none of them liked APA.
According to Franz, the evidence suggested that all students are
reluctant to learn citations style. Perez (2010) also studies
undergraduate students. She looked at 42 females and 50 males and
found that males were significantly more inclined to use citation
software (p < .05). Findings suggest that females might graduate
sooner. Goldstein (2012) looked at British undergraduates. Among a
sample of 50, all females, all confident in their abilities to cite and were
eager to write their dissertations. (“What is Synthesis,” n.d.)

Synthesized Example
Studies of undergraduate students reveal conflicting conclusions
regarding relationships between advanced scholarly study and
citation efficacy. Although Franz (2008) found that no participants
enjoyed learning citation style Goldstein (2012) determined in a larger
study that all participants watched felt comfortable citing sources,
suggesting that variables among participant and control group
populations must be examined more closely. Although Perez (2010)
expanded on Franz’s original study with a larger, more diverse
sample… (“What is Synthesis,” n.d.)

14
Refining Research Question

As you review more literature, you get a clearer picture about the
topic or issue you wanted to research. The scope of your topic will
narrow into something specific.

The PICO method can be helpful in refining your research

questions. It answers the following questions.

• Patient, population, or problem: What are the

characteristics of the patient or population? (e.g. age, gender,
nationality, locality, etc) What problem or issue you are
interested in? (e.g. poverty, internet access)
• Intervention or exposure: What do you want to do with the
participant involved? (e.g. treat, diagnose, observe)
• Comparison: What is the alternative to intervention? (e.g.
therapeutic interventions, programs, or policies) For example,
how does a sample group that is assigned to mandatory
rehabilitation compare to a sample group assigned to an
intervention that builds motivation to enter treatment
voluntarily?
• Outcome: What are the relevant outcomes? (e.g. academic
achievement, healthy relationships, yield of crops)

Literature Review Structure

The outline shown below is an example of structuring your

literature review. You do not have to include all the information in the
bullets. Make sure you written literature review has a problem
statement, introduction, body, and conclusion.

• Problem Statement
o Establish the importance of the topic
o Number and type of people affected
o Seriousness of the impact
o Consequences of the problem
• Introduction
o Definition of key terms
o Important arguments you will make
o Overview of the organization of the rest of the review
• Body of the review
o Topic 1
▪ Supporting evidences
o Topic 2
▪ Supporting evidences
o …
o Topic N

15
 ▪ Supporting evidences
• Conclusion
o Implications
o Specific suggestions for future research
o How your research topic adds to the literature

Sample Review of Literature

“Living with chronic illness: How are those with chronic illness treated by their
families since diagnosis?”
(Maura K. Little from University of West Florida Online Library)

Chronic physical illness and chronic mental illnesses are reviewed separately
here due to the tremendous differences in the two. In this study they will be compared
against one another to cross analyze the differences and similarities in how the family
member is treated depending upon their type of illness.

Chronic Physical Illness

Chronic physical illnesses vary in types and intensity, but have one characteristic
in common: they recur throughout time, usually at random intervals. The uncertainty
that comes along with a diagnosis along these lines can greatly effect family
communication and relationships.

Marriage. Marriage is the basis of most families in many cultures. Keeping the
marital bond strong could be very difficult in the face of a chronic physical illness. A
chronic physical illness could potentially change the daily lives and interactions of the
entire marital relationship. It is important to discuss the communication that occurs
around theses illnesses in order to understand how those who have one have been treated
since their diagnosis based on research already conducted around similar communication
processes. Badr and Acitelli (2005) found that in couples that used relationship talk, or
talking about the nature and direction of the relationship, chronically ill couples had more
benefit than a couple that did not include someone who had a chronic physical illness did.
This literature proves that in a situation where a spouse is chronically ill, it is important
to use communication to make one another aware of certain things such as how one felt
about a situation, or what one needs or expects from their partners. Talking about the
state of the relationship can be helpful for chronically ill people to express fears in relation
to their illness and the marriage. Berg and Upchurch (2007) suggested that collaborative
talk is the type of communication that is commonly correlated with positive results. This
shows that it is important for married couples to talk about their situation together to
keep their relationship strong since these tactics have been proven to be helpful for the
couple. Shuff and Sims (2013) add on to this by stating that couples that are aware of
their partner’s expectations of communication in the marriage are more successful in
supporting one another. Being aware of the partner’s desires and being able to fill them is
central to satisfaction in the relationships’ functioning. Marital coping and sharing is not
limited to relationship talk though. Another powerful way of sharing within the family is
through narrative.
Narratives. Something that is strongly recognized and praised throughout
literature on chronic physical illnesses is narratives. Several studies (Freeman &
Couchonnal, 2006; Ott Anderson & Geist Martin, 2003; Walker & Dickson, 2004)
stress the importance of narratives for the family healing process. Narratives are
beneficial because they allow research to capture personal accounts of illness, and
let the ill person be a gatekeeper to their own information about their illness. Ott,

16
Anderson and Geist Martin (2003) state that those with a chronic physical illness are more
likely to actively share if their feelings and perceptions are confirmed by other people,
especially friends and family. Some chronic illnesses have a negative social stigma to them,
and confirmation that people will be respectful is important to getting the patient to open
up about their experiences. Narratives and storytelling help families to communicate about
changes that have taken place. Ott Anderson and Geist Martin (2003) conclude that the
ever changing identity in the face of illness never stops, it is an endless development.
Sharing through narrative in cases of chronic physical illness has the potential to better
family communication because the patient is able to clearly and concisely explain what is
happening to them from their personal point of view. This can help the family identify what
the patient has gone through, as well as understand new emerging identities. However,
Lorde (1980) points out an important paradox where sometimes patients may be
empowered by giving a narrative account of their story, while others may feel anxiety from
reliving those moments of their life. According to Grotcher and Edwards (1990), when
participants used communication to reduce their fear of their illness, they were likely to
communicate about their illness more often. Walker and Dickson (2004) show that
narratives are important in understanding and meeting the expectations of the family
members when they are chronically ill. Often times people will have expectations for their
family members without verbally expressing them, leaving family members more often
than not confused about what direction to take. However, a narrative or forms of
storytelling in the case of a chronic physical illness may reflect some of the patients
unfulfilled needs, and help family members to identify them.

Chronic Mental Illness

A chronic mental illness can be extremely hard for families to cope with given the
negative social stigmas that exist about the illness in most societies around the world
today. A chronic mental illness in a family member could lead to almost constant care and
monitoring, depending upon the illness and the intensity. Families may find it difficult to
cope with or come to terms with a family member’s diagnosis of a chronic mental illness
due to the many challenges it presents. Much of the literature surrounding mental illness
in the family is psychology based, and there is a strong need for communication based
studies to better understand these unique families.

Marriage. An important aspect of the family dynamic is marriage. It is the

foundation of most families, and gives people feelings of stability. Communication is
essential to marriage, but little literature exists exploring the communication around a
diagnosis of a mental illness. However, much literature exists on its effects on marriage.
Perry (2014) focused on social networks and stigma in relation to those with a serious
mental illness. A spouse is a very prominent and strong part of a married person’s social
network. If someone is entering or exiting a marriage, their social network changes in
many different ways. Perry (2014) found that the stigma of a mental illness had contact
with the social network and the relationship between the two works ambiguously together.
Meaning that the social network responded to the mental illness through their own
thinking, and proving that spouses typically control family conversations. Spouses decide
the climate of the family views and values towards different topics as they raise their
offspring, if they choose to have any. Segrin (2006) shows that there is a strong call for
communication scholars to explore the way that families interact, especially about mental
illness, and that a positive or a negative attitude can set a precedent for what future family
communication will be like based off of how spouses interact. The different communication
processes that couples partake in set examples for children to interact based on. Adding
mental illness to the mixture, Schmaling and Jacobson (1990) show that wives that are
depressed are more likely to make an aggressive comment to their husbands than wives
that are not depressed would, and depressed wives have less positive discussions than

17
their counterparts. These aggressive statements could likely become a stressor
for the marriage or produce a negative schemata of marriage for children or
adolescents in the family. Segrin (2006) offers that depression has a large
impact on the family, and usually just creates more problems that tends to
result in fueling depression. However this assertion could also be true of the
communication patterns surrounding may other types of mental illnesses in
the family.
Parent-Child. Looking at the parent-child relationship in reference to mental
illnesses, it is known that parents are the primary caregivers to children and
adolescents with chronic mental illnesses. Literature mainly focuses on the illness from
the parents’ perspective, rather than the child’s, suggesting that little is known about
children’s perceptions of their parents’ mental illnesses. Richardson, Cobham,
McDermott, and Murray (2013) explained that parent’s feelings of loss about an adult
child with a mental illness focuses on grieving about ambiguous losses, like the child’s
loss of self or identity. This loss and grieving process has the potential to shape the
families behaviors and patterns of communications. Since there are usually no tangible
effects of a mental illness, parents may often find it hard to cope with a diagnosis and
come to terms with it. Even harder for families to process is the fact that in most
cultures and societies in the world, there is a negative social stigma to having a mental
illness. Richardson et al. (2013) also noted that parental grief over the child’s mental
illness was not socially acceptable. Several studies (Richardson et al., 2013; Chadda,
2014) discussed this notion that parents felt as though the illness or their own grief
should be hidden because it is not socially acceptable. Most of the struggles that
parents in this situation face are with the topics of self-concepts and identities, with
variance to whether it is their own, or their child’s’. Richardson et al. (2013) found that
the child’s illness changed the parents own identity. Since the identity and self are
such fluid concepts, it is important to understand the self and different identities as
well as the changes that occur with the two in accordance to both the parents, and the
children. There is little literature in regards to mental health’s effects on self-concepts
and identities. Aside from the self, another important factor to contend when
discussing mental illness between the parents and children is parenting styles effects
on these children with mental illnesses. Hamond and Schrodt (2012) explored the
effects of the different parenting styles on children’s mental health and concluded that
there was no statistically significant evidence that the different styles had an effect on
mental health. However Hamond and Schrodt (2012) continued by noting that findings
indicated that acts of affection and authority make limited, but important,
improvements to the child’s mental health. When it is the parent in the relationship
who is mentally ill, the communication process is entirely different. As found in Van
Loon, Van de Ven, Van Doesum, Witteman, and Hosman (2014), where adolescents
internalizing and externalizing behaviors were correlated to parents mental illness.
Parents with mental illnesses were found to have a negative effect on the adolescent or
child, the whole family, and even the parent and child’s interactions (Van Loon et al.,
2014). This literature exemplifies that parental mental illness controls more channels
of communication than a child or adolescent’s mental illness does. While much
literature exists about families and mental illness, unfortunately very few scholars
focus on the talk that occurs about the family member with the illness, and the
communication around this topic.

Reviewing the literature leads back to the question: how are those with a
chronic illness treated by their families since their diagnosis? Analyzing both mental
and physical illnesses and the family communication processes around them are
essential to furthering the conversation that communication scholars are creating to
understand these unique families.

18
 Let Us Practice

Find and correct the errors in the following reference list according to
APA and Chicago referencing rules.

APA

1. Clegg, S., ‘Managing organization futures in a changing world of

power/knowledge’, in H. Tsoukas & C. Knud (Eds.), The Oxford
handbook of organization theory, Oxford, Oxford University Press, pp.
536-567, 2003.
2. Irvine, J. 2005, Commodity boom is over: Access, ‘Sydney Morning
Herald’, 27 July, p. 19.
3. A.J. Kim, 2002, Community building on the web, Safari Tech Books,
Boston, Mass., http://proquest.safaribooksonline.com/0201874849.
4. Duffield, C., Macneil, H.F., Bullock, C., & Franks, H. 2000, ‘The role
of the advanced casualty management team in St John Ambulance’,
Australian Health Review, vol.
5. Nelson, M. C. & Gordon-Larsen, P. (2006) Adolescent physical activity
and risk behaviors. Pediatrics. 117; (4): 1281-1290

Chicago

1. Smith, John Maynard “The Origin of Altruism.” Nature 393, no. 6686
(1998): 639-40.
2. Joinson, Carla. Managing Virtual Teams.” HRMagazine, June 2002,
68.
http://ezproxy.umgc.edu/login?url=http://search.ebscohost.com/log
in.aspx?direct=true&db=bth&AN=6759491&login.asp&site=ehost-
live&scope=site.
3. Bracher, Karl. The German Dictatorship. Translated by Steinberg,
Jean. Middlesex: Penguin Books, 1973
4. Deed, S. “Bronze Age Metallurgy.” Institute of History. Last modified
May 1, 2003. http://instituteofhistory.org/essays/metal/htm.
5. Ellip, Samuel, Joe Hellas, Ingle August, Otto Julius, and Sheldon
Tsang. Holy Fools in Medieval Europe. Riga: Bridging Press, 2012.

19
 Let Us Practice More

Direction: Write a reference list of the following sources in APA and Chicago
styles. Do this on a separate sheet of paper.

Source #1 Source #2 Source #3 Source #4

Author Regan, Tattersall, Guardian,
Fitzgerald; Ian Mark
Betts, Prince
Date of 2006 1993 1999
Publication
Last February 17,
Updated/Retrieval 2017
Date
Title (Book , Blog, A brief review The “What is Into the
and Article) of the health Human evolution?” Abyss:
consequences Odyssey: Facts vs.
of childhood Four Values
obesity Million
Years of
Human
Evolution
Edition Third
Place of New York New York
Publication
Publisher’s Name Symposia- Prentice Yourgenome St.
(or Website Name, society for the Hall Martin’s
Blog Name) study of Press
human
biology
DOI or URL https://www.
Yourgenome
.org/facts/
what-is-
evolution
Volume # 44
Page Numbers 25-38 999

20
 Let Us Remember

Awesome! Now, let us gather what we have learned.

Fill in the blank with the correct word or phrase to complete each sentence.

1. ______________ synthesizes primary data.

2. The rule of thumb in selecting references in science, business,

and education, based on the maximum of years, is
______________.

3. The ______________ point out which part of the work of others you
have used.

4. All from the first line must be indented by ______________ from the
left margin.

5. ______________ is naming the source of your ideas and written

work.

6. A ______________ is not a summary or list of sources used in your

study.

7. The ______________ is useful when you selected literature that is

varied in nature.

8. The two systems of citation style of Chicago Manual of Style are

______________ and ______________.

9. The ______________ can be helpful in refining your research

question.

10. The three reasons we credit our sources are ______________,

______________, and ______________.

Let Us Assess

Evaluate the related literature for your research study by creating a summary
matrix shown below. Only include the sources that are most relevant to your

21
study. You can add additional variables in the rows that you think are
necessary for your literature review.

Author, Date Source #1 Source #2 Source #3 Source #4

Research
Question;
rationale
Theoretical
Foundation
Methods:
sample, study
type, etc.
Findings
Conclusions
Limitations,
Gaps
Implications for
future research
and practice
Theme that
emerges
Other Issues

Let Us Enhance

Create a review of related literature for your research. Take note of the
rubrics shown on the next page. Your teacher will evaluate your output based
on the rubrics presented.

Let Us Reflect

In your own words, what do you think will happen if a student-

researcher like you will spend little time in conducting literature review? Write
your answer in a paragraph that contains at least three sentences.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

22
Table 1. Criteria for Evaluation of Literature Review
Criteria Deficient Underdeveloped Average Developed Exemplary
1 2 3 4 5
Historical No theoretical Brief reference to Some Adequate to Explicit and
and literature or theoretical or reference to good reference thorough
Theoretical historical historical key historical to key reference to
depth. No literature. Brief literature and historical and key historical
Background.
reference to reference to theoretical theoretical literature and
Seminal seminal seminal studies. material. literature. theoretical
Literature studies. Some Adequate to material.
reference to good reference Thorough
seminal to seminal reference to
studies. studies. most
important
seminal
studies.
Breadth of No subtopics Narrow focus. Several Adequate to Inherent
subtopics present. Subtopics too subtopics good subtopics
specific or too examined. presentation thoroughly
broad. Literature Most of subtopics and
supporting subtopics are inherent in appropriately
subtopics is appropriate. research. presented
inadequate. Literature Adequate through
supporting supporting relevant and
subtopics is literature. sufficient
inadequate. literature.
Quality of No research- Overemphasis Equal mix of Adequate to Thorough
literature based upon popular and non-research good reference to
literature. non-research and research- emphasis most
literature. Little based upon important
research-based literature. important research
literature. Importance of research studies. Little
studies not studies. or no reference
established. Importance of to popular
studies literature.
partially Importance of
established. studies
established.
Relevance of Relevance of Brief mention of Some Adequate to Explicit
published published relationship of explanation of good relationship
studies to studies to literature to relationship of explanation of between
current topic current topic; literature to literature’s relevant
current topic.
not explanation current topic relationship to literature and
addressed. lacking. provided. current topic current topic
provided. demonstrated.
Relevance of Relevance of Brief mention of Some Adequate to Thorough
published published relationship explanation of good development of
studies to studies to among some relationships explanation of relationships
each other published studies; among relationship among
each other.
not explanation published among published
addressed. lacking. studies published studies.
provided. studies.
Organization Inconsistent Organization Organization Organization Organization
or confusing outlined. outlined. clearly clearly
to reader. Subtopics are not Subtopics do outlined. Most outlines and
clearly established not follow subtopics are followed.
or are logical appropriate Literature
inappropriate, sequence or and follow discussion
are logical organized into
inappropriate. sequence. appropriate
subtopics
which follow
logical
sequence.

23
 Criteria Deficient Underdeveloped Average Developed Exemplary
1 2 3 4 5
Transitions No apparent Despite Basic Clear, logical Clear, logical,
transition transitional sentence, transitions appropriate
between devices, structural paragraph, throughout. transitions
sentences, sequence is section Paragraphs and coherent
between unclear. sequences are are not paragraphs
paragraphs, demonstra- consistently facilitate
or between ted. Some presented as chapter
sections. sentences, coherent organiza-tion.
paragraphs, units.
sections, do
not follow
logical order.
Current Rationale for Stated rationale is Rationale Rationale Clear, logical
study – current study unclear or follows stated but not stated and explanations
rationale and not stated. poor logic. supported by marginally for rationale
Contribu-tion Contribution of discussion of supported by and for
contribution
of current current study not the literature. discussion of contribution of
study to body stated. Contribution the literature. current study
of knowledge of current Contribution established.
not stated. study not of current Rationale and
clarified. study not contribution
clarified or not are supported
supported by by literature.
the literature.
Writing Format
Clarity of Writing does Writing Writing is Writing is Writing is free
writing and not clearly occasionally generally clear and free of grammatical
interpretation express expresses clear. of and spelling
interpretation interpretation of Adequate grammatical errors and
of literature
of literature. literature. understanding errors and expresses
Grammatical Grammatical and of research expresses single voice.
and spelling spelling errors are literature not single voice. Writing is
errors present. demonstrated. Analysis and evaluative,
present. Inconsistent voice. Occasional understanding interpretative,
Inconsistent grammatical of research and clear.
voice. or spelling literature are Understanding
errors present. partially of research
Inconsistent demonstrated. literature
voice. thoroughly
demonstrated.
Reference Text and Text and reference Citations Citations All citations
List (APA) reference citations are within text within text present and
format citations occasionally and reference and reference correctly
missing. present. Format is list present list present. formatted.
inconsistent or with frequent Few
incorrect. inconsisten- inconsisten-
cies or errors. cies or errors.
Source: Mary E. Bowser, “Criteria for Evaluation of Literature Reviews – Rubric,” Accessed
February 23, 2021,
https://www.academia.edu/1733320/Criteria_for_Evaluation_of_Literature_Reviews_Rubric

24
 25
Let Us Try
1. F 6. F
2. F 7. T
3. F 8. F
4. F 9. F
5. T 10. T
Let Us Practice
APA
1. Clegg, S. (2003). Managing organization futures in a changing world of
power/knowledge. In H. Tsoukas & C. Knud (Eds.), The Oxford handbook of
organization theory (pp. 536-567). Oxford, Oxford University Press.
2. Commodity boom is over: Access. (2005, July 27). Sydney Morning Herald. p. 19.
3. Kim, A.J. (2002). Community building on the web. Retrieved from
http://proquest.safaribooksonline.com/0201874849
4. Duffield, C., Macneil, H.F., Bullock, C., & Franks, H. (2000). The role of the advanced
casualty management team in St John Ambulance. Australian Health Review, 28(1),
191-199.
Chicago
5. Nelson, M. C. & Gordon-Larsen, P. (2006). Adolescent physical activity and risk
behaviors. Pediatrics. 117; (4): 1281-1290
1. Smith, John Maynard. 1998. “The Origin of Altruism.” Nature 393, no. 6686: 639-40.
2. Joinson, Carla. 2002. Managing Virtual Teams.” HRMagazine, June 2002.
http://ezproxy.umgc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true
&db=bth&AN=6759491&login.asp&site=ehost-live&scope=site.
3. Bracher, Karl. 1973. The German Dictatorship. Translated by Jean Steinberg.
Middlesex: Penguin Books.
4. Deed, S. 2003. “Bronze Age Metallurgy.” Institute of History. Last modified May 1, 2003.
http://instituteofhistory.org/essays/metal/htm.
5. Ellip, Samuel, Joe Hellas, Ingle August, Otto Julius, and Sheldon Tsang. 2012. Holy
Fools in Medieval Europe. Riga: Bridging Press.
Let Us Remember
1. SECONDARY SOURCES
2. THREE YEARS
3. IN-TEXT CITATION
4. ONE-HALF INCH
5. CITATION
6. LITERATURE REVIEW
7. SYNTHESIS MATRIX
8. BIBLIOGRAPHIC SYSTEM, REFERENCE SYSTEM
9. PICO
10. GIVING CREDIT, STRENGHTEN YOUR POSITION,
SHOWING DUE DELIGENCE
Answer key to Activities
 References

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https://www.uvic.ca/library/research/documents/apa7.pdf

“Conducting a Literature Review,” Central Michigan University – University

Libraries, accessed February 23, 2021,
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Elyse Wolf, “FAQ: How old should or can a source be for my research?,” Shapiro
Library, January 04, 2019, https://libanswers.snhu.edu/faq/215024

“How to evaluate articles,” Concordia University Library, accessed February 23,

2021, https://library.concordia.ca/help/evaluating/evaluating-articles.php

“Integrating Writing: Assessing Sources/Writing a Literature Review,” University of

Washington Bothell, accessed February 23, 2021,
https://www.uwb.edu/writingcenter/writing/reviews

Jackson Peace, “Literature Review – Primary Sources of Literature Review,”

Example.Ng, January 25, 2021, https://example.ng/primary-sources-
literature-review/

John Dudovskiy, “Literature review sources,” Business Research Methodology,

accessed February 23, 2021, https://research-methodology.net/research-
methodology/literature-review-sources/

Jonathan Bailey, “Why Cite? Three Reasons to Cite Your Sources,”

PlagiarismToday, accessed February 23, 2021,
https://www.plagiarismtoday.com/2017/05/16/why-cite

Linda Frederiksen and Sue F. Phelps, Literature Reviews for Education and Nursing
Graduate Students, Pressbooks, last update May 11, 2020, Open Textbook,
https://press.rebus.community/literaturereviewsedunursing/

“Literature Review: Conducting & Writing,” University of West Florida University

Libraries, accessed February 23, 2021,
https://libguides.uwf.edu/c.php?g=215199&p=1420828

Matthew DeCarlo, “Scientific Inquiry in Social Work, Scientific Inquiry in Social

Work, Pressbooks, 2018, Open Textbook,
https://scientificinquiryinsocialwork.pressbooks.com
Nita Bryant, “Use a Literature Matrix to Summarize and Synthesize Research,”
Virginia Commonwealth University, accessed February 23, 2021,
https://guides.library.vcu.edu/ld.php?content_id=41272848

“What is Plagiarism?,” plagiarism.org, accessed May 18, 2017,

https://www.plagiarism.org/article/what-is-plagiarism

“What is Synthesis,” The Chicago School, accessed February 23, 2021,

https://www.owlc-tcs.com/building-arguments

“What is the Purpose of a Literature Review,” PapersOwl, accessed February 23,

2021, https://papersowl.com/blog/purpose-of-literature-review

Rodelio G. Idago and Renita SM. Dela Cruz, “Value Chain Improvement of Robusta
and Liberia Coffee,” Philippine Center for Postharvest Development and
Mechanization Technical Bulletin 5 2015: 1-54 accessed February 25, 2021,
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Shona McCombes, “How to Synthesize Written Information from Multiple Sources,”

SimplyPsychology, March 28, 2020,
https://guides.library.umass.edu/c.php?g=672445&p=4735955
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