10.25.2016-JSGS Workshop Literature Reviews 2016

WRITING A LITERATURE REVIEW
JSGS Professional Workshop Series
Copyright ©Heather McWhinney, 2016
w w w. s ch o o l o f p u b l i c p o l i c y. s k . c a
JSGS PROFESSIONAL WORKSHOP SERIES
WORKSHOP LEARNING OUTCOMES

By the end of this workshop, you should be able to:
o Understand the purpose and role of a literature review.
o Create a research space for your own study in a literature review.
o Organize a literature review into themes.
o Write a successful synthesis, identifying relationships among studies.
o Use linking words to help identify relationships in your writing.
w w w. s ch o o l o f p u b l i c p o l i c y. s k . c a 2
WHAT IS A LITERATURE REVIEW?

o The term “the literature” is the body of scholarly work on a particular
topic.
o A literature review is a formal analysis and critique. It surveys, highlights,
summarizes, synthesizes, interprets, and critiques this body of work.
o Literature reviews are a key part of proposals, research papers and
reports.
o Literature reviews have strict conventions. They are even formulaic.
TYPES OF LITERATURE REVIEWS

o Literature review – a key part of proposals, theses, dissertations, and
reports
o Review paper – a published article that synthesizes the work that has been
done on a particular topic.
o Mini-literature review – an assignment that asks you to explore a
restricted number of publications in answering a particular question.
THE LITERATURE REVIEW AS A PART OF A PAPER

o The purpose of most academic writing is to argue for the merits of a
particular position or conclusion.
o The literature review is the foundation and the rationale for your
argument.
o The literature review reveals what is known about your topic.
o It exposes gaps, shortcomings, inconsistencies, and debates in this
knowledge.
o The literature review shows how these shortcomings led to your own
research questions. In this way, you build a case for your own study.
THE ROLE OF A LITERATURE REVIEW

o To explain how and why you chose your research question.
o To identify the problem from which your research emerges.
o To identify a gap or problem in the literature.
o To explain why you chose the proposed study and research method.
o To demonstrate how the literature supports and explains the choices you
have made about your study.
o To synthesize and critique this literature.
PLACEMENT OF THE LITERATURE REVIEW

o The literature review appears near the beginning of a paper or proposal.
o Often the introduction contains a brief overview of the literature.
o This overview is typically elaborated on in a special section of the paper,
which contains a more thorough literature review.
THE TASK OF WRITING A LITERATURE REVIEW

The task of writing a literature review consists of three main parts:
o identifying relevant literature,
o organizing the literature, and
o organizing and writing the review itself.
ORGANIZING THE LITERATURE

THAT YOU FIND
ORGANIZING THE LITERATURE THAT YOU FIND

o Use a system that allows you to reorder your ideas.
o University of Saskatchewan Professor Ron Cooley suggests using
PowerPoint slides because you can sort them with the “slide sorter”
function.
o Consider colour coding to help separate ideas and evidence and to show
relationships among studies.
o To avoid plagiarism, use a system to identify direct quotations and
sentences and paragraphs that you have paraphrased.
ORGANIZING THE LITERATURE THAT YOU FIND (continued)
o Organize information in a way that makes sense for your purpose,

research questions and objectives.
o Use a chart to reveal connections between studies and your questions.
o Find an organizing principle for the chart that works for your purpose.
POSSIBLE ORGANIZING PRINCIPLES FOR YOUR CHART
o research findings
o theoretical approach
o causes of or reasons for something
o effects of something
o type of study
o methodology
PLANNING AND ORGANIZING

YOUR REVIEW
STARTING WITH A THEMATIC ORGANIZATION

o The best way to organize your literature review is by theme or topic.
o Ron Cooley suggests thinking of the organization of a literature review like
Russian “nesting” dolls.
o Start with large themes and ideas, inside which are nested sub-ideas and
components.
o The sub-themes may emerge as you write your first draft.
CREATING A CONSISTENT HEADING STRUCTURE

o Before you begin to write your literature review, consider the heading
scheme you plan to use.
o I suggest that you use use a numbered system like the one on the next
slide.
o This system will help you keep track of your themes and sub-themes as
you write your drafts.
ORGANIZING YOUR HEADING STRUCTURE

1. Introduction to Literature Review
2. Main Heading (First theme)
2.1 Second-level heading (First sub-theme)
2.2 Second-level heading (Second sub-theme)
2.2.1 Third-level heading (Point about second sub-theme)
2.2.1.1 Fourth-level heading
3. Main Heading (and sub-headings)
4. Main Heading (and sub-headings)
5. Conclusion to Literature Review
SYNTHESIZING
o Synthesizing is key to a literature review.
o A synthesis identifies and interprets themes, trends and relationships.
o It reveals similarities and differences and shows how the literature
advances the research area.
o A thematic organization can make synthesizing easier.
THE SILO APPROACH

o Students new to writing literature reviews often use a “silo approach”
instead of a synthesis.
o They organize their literature reviews by study instead of by theme or
trend.
o The purpose of a literature review is not to analyze each study separately,
but to show how the studies relate to one another and to your own study.
SILO VERSUS SYNTHESIS
SILO APPROACH VERSUS SYNTHESIS

Silo Approach Example
According to Whyte (2012), the funding provided for First Nations education
is insufficient and not equal to the funding received by provincial schools. A
report on education on reserve found large gaps in services (National Panel,
2011). The Joint Task force (2013) reported large funding disparities between
reserve and provincial schools. Pelletier et al. (2013) stated that provincial
schools have considerably more funding than reserve schools. …
Synthesis Example
According to expert reports, on-reserve schools receive less funding than
their provincial counterparts to provide services to meet the needs of their
students (Joint Task Force, 2013; National Panel, 2011; Pelletier et al., 2013;
Whyte, 2012). …
THE LITERATURE REVIEW: SILO APPROACH VERSUS SYNTHESIS

SILO SYNTHESIS
Each study discussed separately. No study discussed in isolation. Study
Comparisons not made and findings and/or methods compared,
relationships not drawn. and relationships drawn.
No relationship drawn between the The student’s own research at the
student’s own research and the centre of the discussion, analysis and
research discussed in the lit. review. comparison of all studies.
Literature review organized Literature review organized by the
chronologically or even randomly. themes most relevant for the study.
Individual studies referred to only Individual studies referred to several
once. times under different themes.
ACTIVITY ONE: DISTINGUISHING BETWEEN A SILO AND A

SYNTHESIS APPROACH
AVOIDING THE SILO APPROACH: USE A MAP OR FLOWCHART

o One method for avoiding the silo approach is to start with a map or
flowchart.
o The next slides contain examples of these maps or flowcharts.
SAMPLE ORGANIZATIONAL MAP OR FLOWCHART
LITERATURE
REVIEW
INTRODUCTION MAIN THEME MAIN THEME MAIN THEME MAIN THEME SUMMARY
SUB-THEME SUB-THEME SUB-THEME SUB-THEME
SUB-SUB SUB-SUB SUB-SUB

THEME THEME THEME
SAMPLE PARTIAL ORGANIZATIONAL MAP FOR A LIT REVIEW
LITERATURE REVIEW:
WATER SAFETY IN
NORTHERN SK.
DEATHS – CANADA --
CHALLENGES -- SMALL THREATS TO WATER THREATS TO WATER IN
IINTRODUCTION CONTAMINATED THREATS TO SK. WATER SUMMARY
COMMUNITIES SAFETY SK. NORTH
WATER
THREATS IN FIRST
SEWAGE AND WATERSHED CHEMICALS IN
NATIONS
EFFLUENTS POLLUTION DRINKING WATER
COMMUNITIES
GROUNDWATER
POLLUTION
SURFACE WATER
POLLUTION
AVOIDING THE SILO APPROACH: USE A PLANNING TABLE
o Prepare a table with two columns in a Word document.

o Put the headings from your map or outline in the left-hand column.
o Insert the studies you have found in the right-hand column, wherever you
think they might fit.
o You will likely insert the same studies under several headings.
A STUDENT’S PLANNING TABLE: THEMES AND STUDIES

THEMATIC CONTENTS STUDIES
1. Main Theme: Deaths -- contaminated water – O’Connor, 2001; Laing, 2002; Lemke, 2002
Can.
2. Main Theme: Keeping water safe in small Patrick, 2011; Simms et al. 2010; Water Security
communities – challenges Agency (WSA), 2012
3. Main Theme: Threats to water safety Blundell, 2004; Holmes, 2002; Patrick, 2011;
Patrick, 2014; Wood, 2014
3.1. Sub-Theme: Sewage and effluents Blundell, 2004; Holler, 2013
3.2. Sub-Theme: Watershed pollution Blundell, 2004; Wood, 2014; WSA, 2012
3.2.1 Sub-sub Theme: Groundwater Blundell, 2004; Wood, 2014; WSA, 2012
3.2.2 Sub-sub Theme: Surface water Wood, 2014
3.3. Sub-Theme: Chemicals in water Holler, 2004
4. Main Theme: Threats to SK water Davies & Hanley, 2010; Stewart, 2015
ACTIVITY TWO: IDENTIFYING THEMES
SIGNAL WORDS USED TO SYNTHESIZE EVIDENCE

COMMON SIGNAL (LINKING) USE
WORDS AND PHRASES
Similarity/Comparison Gupta (2011) found that American teenagers … on social media. Similarly, May
(2009) determined that teenagers … Both May (2009) and Gupta (2011) found
similar; similar to; similarly; … Jones (2010) also found that … In similar research, Smith concluded that …
likewise; both…and; also; not only ... Likewise, Frank and Sock (2013) …
but also; in related/similar research;
too The Canadian results are comparable to/correspond with those of a similar
size French study by Robert (2012). In related research, Brown (2013) found
comparable to; compare to/with; that …
correspond with; related; relate(d) to
Dissimilarity/ Difference/Contrast Contrary to/unlike/ in contrast to Kim, Gupta (2011) found that adolescents’
concentration skills are sharpened by time spent on social media. Gupta
Contrary to; on the contrary; on the (2011) found that, on the contrary, adolescents’ skills are dulled by social
other hand; in contrast; in contrast media. Conversely, May (2009) found …
to; unlike; conversely
Whereas Gupta found that time spent on social media dulled concentration
but, whereas, while, however, skills, Kim found that it sharpened these skills. However, it should be noted
although that Kim’s study had a small sample of only twelve subjects.
ACTIVITIES THREE AND FOUR:

IDENTIFYING SIGNAL WORDS
THAT SHOW SIMILARITY AND DIFFERENCE
WRITING YOUR
LITERATURE REVIEW:
CREATING A RESEARCH SPACE (CARS)
CREATE A RESEARCH SPACE WITH YOUR LITERATURE REVIEW

Swales and Feak (2012) suggest that literature reviews create a research
space (CARS).
The CARS model is based on Swales’ analysis (1990) of patterns in academic
research papers. The CARS model consists of three main consecutive
strategies, which the authors call “moves”:
o Move 1 – Establishing the research territory
o Move 2 – Identifying a niche
o Move 3 – Occupying the niche
7, 8
ESTABLISHING THE RESEARCH TERRITORY

Swales and Feak indicate that you establish the territory by doing the
following:
o Demonstrating that the general or broad research area is key,
central, problematic or relevant
o Presenting background information about the topic or problem
o Reviewing and synthesizing previous and current related research
7,8
ESTABLISHING A NICHE
Swales and Feak indicate that you establish a niche for your research using
one of the following strategies:
o Announcing a gap or shortcomings in the existing research
o Questioning the findings or methods of the existing research
o Indicating your intention to continue a research tradition
7,8
OCCUPYING THE NICHE

Swales and Feak indicate that you occupy the niche by doing the following:
o Stating the nature and purpose of your research
o Listing research questions or research objectives (may be in a
separate section)
o Announcing principal findings (only in papers, not in proposals)
o Stating the value of your research (optional)
o Indicating the structure of the paper or proposal (optional)
10
ACTIVITIES FIVE AND SIX:

IDENTIFYING CARS MOVES
SUMMARY
o A literature review synthesizes and critiques a body of work in order to
support and explain the choices you have made about your study.
o Use a thematic or topical approach
o Avoid dealing with the literature in silos. Synthesize instead.
o Use signal words to show similarities and differences in the literature.
o Swales and Feak have identified a series of moves that researchers use
when writing their literature review.
o This series of moves is known as CARS, short for “Creating a Research
Space.”
ENDNOTES
1
http:/Writingcentre.unc.edu/handouts/literature/reviews/
2
Bitchener, J., & Turner, E. (2011). Assessing the effectiveness of one approach to the teaching of
thematic unit construction of literature reviews. Assessing Writing: Studies in Writing Assessment
in New Zealand and Australia. 16 (2), 17-36. Doi:10.1016/j.Asw.2011.02.002
Cooley. R. (2015). Workshop on writing a literature review, University of Saskatchewan,
3,4
Saskatoon, SK.
ReasoningLab: Tools for critical thinking, writing and decision making. (n.d.). Retrieved from
5, 6
http://www.reasoninglab.com/research-on-essay-writing-with-rationale/
7
Swales, J.M, & Feak, C.B. (2012). Academic writing for graduate students: Essentials tasks and
skills. Ann Arbor, MI: University of Michigan Press, p. 331.
8
Swales, J.M., (1990). Genre analysis: English in academic and research settings. Cambridge, U.K.:
Cambridge University Press.

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WRITING A LITERATURE REVIEW

JSGS Professional Workshop Series

Copyright ©Heather McWhinney, 2016

WORKSHOP LEARNING OUTCOMES

WHAT IS A LITERATURE REVIEW?

TYPES OF LITERATURE REVIEWS

THE LITERATURE REVIEW AS A PART OF A PAPER

THE ROLE OF A LITERATURE REVIEW

PLACEMENT OF THE LITERATURE REVIEW

THE TASK OF WRITING A LITERATURE REVIEW

ORGANIZING THE LITERATURE

ORGANIZING THE LITERATURE THAT YOU FIND

ORGANIZING THE LITERATURE THAT YOU FIND (continued)

o Organize information in a way that makes sense for your purpose,

POSSIBLE ORGANIZING PRINCIPLES FOR YOUR CHART

PLANNING AND ORGANIZING

STARTING WITH A THEMATIC ORGANIZATION

CREATING A CONSISTENT HEADING STRUCTURE

ORGANIZING YOUR HEADING STRUCTURE

THE SILO APPROACH

SILO VERSUS SYNTHESIS

SILO APPROACH VERSUS SYNTHESIS

THE LITERATURE REVIEW: SILO APPROACH VERSUS SYNTHESIS

ACTIVITY ONE: DISTINGUISHING BETWEEN A SILO AND A

AVOIDING THE SILO APPROACH: USE A MAP OR FLOWCHART

SAMPLE ORGANIZATIONAL MAP OR FLOWCHART

SUB-THEME SUB-THEME SUB-THEME SUB-THEME

SUB-SUB SUB-SUB SUB-SUB

SAMPLE PARTIAL ORGANIZATIONAL MAP FOR A LIT REVIEW

AVOIDING THE SILO APPROACH: USE A PLANNING TABLE

o Prepare a table with two columns in a Word document.

A STUDENT’S PLANNING TABLE: THEMES AND STUDIES

ACTIVITY TWO: IDENTIFYING THEMES

SIGNAL WORDS USED TO SYNTHESIZE EVIDENCE

ACTIVITIES THREE AND FOUR:

CREATE A RESEARCH SPACE WITH YOUR LITERATURE REVIEW

ESTABLISHING THE RESEARCH TERRITORY

OCCUPYING THE NICHE

ACTIVITIES FIVE AND SIX:

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