The Literature Review: Six Steps to Success

Front Cover
Corwin Press, Jun 8, 2012 - Education - 174 pages
This new edition of the best-selling book offers graduate students in education and the social sciences a road map to developing and writing an effective literature review for a research project, thesis, or dissertation. Organized around a proven six-step model and incorporating technology into all of the steps, the book provides examples, strategies, and exercises that take students step by step through the entire process:

Selecting a topic

Searching the literature

Developing arguments

Surveying the literature

Critiquing the literature

Writing the literature review

The second edition includes key vocabulary words, technology advice, and additional tips on when and how to write during the early stages--including the use of journals and memoranda--to make the literature review process a success.

 

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Contents

PREFACE
Audience
ACKNOWLEDGMENTS
ABOUT THE AUTHORS
INTRODUCTION
The Purpose of a Literature Review
The Literature Review Defined
The Literature Review Process
Concept 5 Building Evidence
Data Quality
Data Relevance
Qualifying the Claim
Concept 6 WarrantLogically Connecting the Evidence to the Claim
Concept 7 Multiple Claims Arguments
Tips
Checklist

Step 1 Select a Topic
Step 2 Search the Literature
The Necessary Precondition
Ethics
Pack Wisely Before You Begin
Tips
Summary
SELECT A TOPIC
Key Vocabulary
Task 1 Choose a Research Interest
Exercises
Researcher Bias
Task 2 Refine a Research Interest From a Personal Interest
Activity 2 Focusing the Interest
Activity 3 Selecting a Perspective
The Key to Interest Selection
Task 3 Use the Research Interest to Identify a Preliminary Research Topic
Rules for Library Use
Task 4 Write the Preliminary Research Topic Statement
Tips
Checklist
SEARCH THE LITERATURE
Key Vocabulary
Task 1 Select the Literature to Review
Task 2 Conduct a Literature Search
Activity 1 Managing Your Data
Activity 2 Scanning the Literature
Activity 3 Skimming the Literature
Activity 4 Mapping Your Materials
Activity 5 Creating Subject Memoranda
Task 3 Refine Your Topic
Tips
Checklist
DEVELOP THE ARGUMENT
Key Vocabulary
Concept 1 Building the Case for a Literature Review
Concept 2 Argumentsthe Basics
Concept 3 Evaluating the Basic Parts of an Argument
Concept 4 Understanding Claims
Claim Acceptability
SURVEY THE LITERATURE
Key Vocabulary
Task 1 Assemble the Collected Data
Activity 1 Cataloging the Data
Task 2 Organize the Information
Activity 2 Organizing the Information and Building Claims
Task 3 Analyze the Patterns of the Data
Complex Reasoning
Comparative Reasoning
An Example
Activity 1 Mapping the Argument of Discovery
Activity 2 Analyzing the Argument
Tips
Checklist
CRITIQUE THE LITERATURE
Key Vocabulary
Concept 1 Implicative Reasoning
Concept 2 The Two Arguments
Concept 3 Argument Patterns
Concept 4 Backing
Concept 5 Fallacies
Concept 6 The Case Is Everything
Checklist
WRITE THE REVIEW
Key Vocabulary
Task 1 Write to Understand
Activity 2 Exploratory Writing
Activity 3 Outlining
Activity 4 Preliminary Drafting
Task 2 Write to Be Understood
Activity 1 Writing the First Draft
Activity 2 Working With the Second and Third Drafts
Activity 3 Completing the Final Draft
Style Manuals
Tips on Writing
GLOSSARY
REFERENCES AND FURTHER READING
INDEX
Copyright

Common terms and phrases

About the author (2012)

Lawrence A. Machi is a Professor Emeritus of Organizational Leadership at the University of La Verne, in La Verne, California. He holds an MA in curriculum development and an Ed.D. in organizational leadership. He has taught research methods and design, and has chaired doctoral dissertation research in addition to teaching classes in organizational development. He has extensive experience in higher education, and prior to his tenure at La Verne, he taught in schools of education at the University of San Francisco, St. Mary’s College of California, and Sonoma State University. Dr. Machi currently serves as a Fulbright Specialist, having recently completed an assignment in Taiwan.


With K–12 experience as well, he has worked as a secondary teacher and served as a school administrator in both secondary and elementary school districts in Northern California. He has occupied the roles of vice principal, principal, assistant superintendent, and superintendent, frequently consulting with many California school districts and nonprofit organizations. His specialties are in the areas of organizational leadership, finance, negotiations, organizational development, and strategic thinking.

Brenda T. McEvoy taught high school English, history, and science for thirty-six years. Research skills were always part of her curriculum. For eight years, she worked for the California State Department of Education leading groups of educators in improving their ability to edit and assess student writing. Also for the state, she was a mentor for beginning English and history teachers. Participation in the California Writing Project extended her knowledge of writing and the difficulties students face when producing a major assignment. She has worked as an editor for several books, focusing on helping writers create work that is clear and logical.

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