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  • Were going to talk about a lot of the things that you probably have already read about

  • a lit review in terms of what it does, what it is, what the purpose is and so forth. And

  • that’s kind of general information. But then I have a strategy that I think will be

  • pretty practical I hope and show you well yeah I know what it is and I know what I’m

  • supposed to do, but how do I do it?

  • And then how when I get all of these sources how to I organize them? And then how do I

  • actually write the darn thing? Because I think that where a lot of the information is missing.

  • Your professors can just say do this, do this, do this, in very general terms, but I hopefully

  • will get down into the dirt of it, get our hands dirty, and actually say well how do

  • I, what verbs do I use? How do I put these two sources together? Okay? I’m going to

  • tell you that I really didn’t make up any of this on my own; I’d love to take full

  • credit for it but actually what I did was I did two things. There is a wonderful book

  • called They Say, I Say: the Moves of Matter in Academic Writing, and it talks about how

  • to use source material in your writing. It’s actually directed at undergraduates, but I

  • think it’s so helpful and so practical that it’s a book, it’s like about that thin,

  • it’s not big, and it’s not little print or anything like, but it even gives you a

  • list of verbs that may be helpful in terms of saying okay scholar x says, and were

  • going to go through some of these in the presentation as well.

  • Then I found that a lot of times the examples that they give in this book are not helpful

  • to graduate students because theyre not in-depth enough, and also I had a hard time

  • finding examples as well, so I found a literature review that’s in economics, which is not

  • my field. Which I found it would be really better to pick a lit review that wasn’t

  • in my field at all and show you how it could work in any field. Okay? So what I did was

  • I took almost all the examples from this article, “Sociologic Economic Conditions of Poverty

  • Crime.” So those, what I’ve done is taken this stuff and this stuff and just put it

  • together. Okay?

  • Well let’s just cover the basics just to get started with the lit review. Well, and

  • that’s a good question because you may be doing a couple of different lit reviews. There

  • are actually two kinds of lit reviews, but basically it’s a comprehensive examination

  • of all of the research and all of the literature done on a particular topic; that’s obvious,

  • you guys probably already know that. Okay? But there are two categories of literature

  • reviews, and I want to break it down because I’m really going to focus more on one category

  • over the other. There are two categories; one is a literature review that contextualizes

  • a research study, and for probably 90% of you, and I’m spit-balling this statistic

  • here, but for about 90% of you, that’s what youre doing. Youre doing a study; youre

  • doing a research study, okay, in your dissertation your thesis, whatever. Okay? Or your professor

  • is doing a study, you know, empirical research or whatever. You are then doing the literature

  • review that justifies the study, correct? Okay? If it’s a journal article, and youre

  • doing the research, if it’s a dissertation, if it’s a thesis, that’s what youre

  • doing. There is one other kind of literature review though, and I think it’s just important

  • to like just touch on it and that is a literature review that is a study in and of itself. Okay?

  • You can actually publish a journal article that is in and of itself a literature review.

  • Alright? So for example if there is a topic that is very mature, and there is a lot of

  • literature written on it, and it would advance knowledge in the field to do a literature

  • review on it that would be helpful. There’s also a literature review where it’s a new

  • or emerging topic and it would be helpful to gather all of the literature on this new

  • or emerging topic; that’s suitable as well. The other part that is like helpful too, I’ve

  • seen some literature reviews that combine, if there’s a topic that’s interdisciplinary

  • and nobody has looked at the interdisciplinary part of it, they bring in multiple disciplines

  • on the literature review and advance the knowledge that way. That second one is not really what

  • were going to talk about today, but the concepts will apply. But most of you are guys

  • are in the boat where you have to write a lit review for your dissertation or thesis

  • or a journal article, okay? All right let’s move on to the next step. What’s the reason?

  • Why would you write a literature review? Well my professor told me it was part of my dissertation;

  • it’s a chapter in my dissertation. Well what is it for? One, it establishes what is

  • already known about a particular topic, and two what methods have been used to research

  • that topic. Okay? And then also, when youre doing your research, if you don’t do a literature

  • review first, how do you know youre not duplicating what somebody else has already

  • done? That’s bad because then you go to your chair and you go, ‘Here it is, this

  • is the last six months of my life’s work,’ and they go, ‘Yeah, but Smith did that three

  • years ago. Smith and Wesson did a study that’s very similar to yours, and you know, and start

  • over, right? So you don’t want to get in that bind, you want to do your literature

  • review. It’s a matter of front end loading versus back end loading your work; you want

  • to front to end load your work; you don’ t want to reproduce what somebody else has

  • done, unless you are reproducing a study that somebody else has done. A lot of times you

  • use the same and methodology and you get different results. In the sciences I think this is done,

  • but you still don’t want exactly the same thing to happen because then youre just

  • replicating, okay? It also exposes gaps in literature and helps you position your research.

  • In your dissertation or your thesis youre supposed to come up with something new, right?

  • Okay? Well how do you know what’s new? How do you know what’s new? One of the last

  • slides I’m going to show you is then how to find the gaps in the research because I

  • think that’s a little difficult. I’ve done several literature reviews, and these

  • are the questions I ask myself. And these are the questions that people ask me. I think

  • the big question is how much literature do I need to look at? I could spend probably

  • the next five years of my life looking at the literature in this field and that’s

  • depressing, you know? So how much, what related ideas do I need to explore, subtopics or overarching

  • ideas? A lot of times youre looking at a topic, but that topic has subtopics, correct?

  • Or that subtopic has overarching topics. How do I know, okay, how do I know that I need

  • to go to related ideas? Well you just need to start swimming in the literature and figure

  • it out. Let me give you an example from my latest lit review. So I’m looking at plagiarism,

  • okay, you know, just the concept of plagiarism, but what I really started with was academic

  • dishonesty. And I realized that that was too big a topic, and I got myself in the literature,

  • and I got myself in a real tangle because there was so much literature on it and I go,

  • How am I going to right about everything? I can’t.’ Okay, is there a bigger topic

  • that I need to look at, or is there a subtopic that I need to look at? And one of the things

  • we were talking about before this started was the idea that youre trying to decide

  • on your dissertation topic, and then you need to do your literature review; you may swap

  • that; you may go ahead and start the literature review, and then expose a gap in the literature

  • and find your dissertation topic. This is what happened to me and it was really helpful.

  • Is there certain literature that provides a better couch for your study than others?

  • And that’s how you can also discriminate whether youre going to use a piece of literature

  • in your literature review. And a related question that may be a duplicate question, but more

  • practical for you is, why use a particular instrument for my study, or why use a particular

  • methodology for my study? Okay? In the hard sciences if youre looking at laminitis,

  • which is really a fascinating to me. If youre looking at laminitis, scientists have been

  • looking at this for a long time. Have they been looking in a different way at the problem

  • then youre looking at it. He’s using a new method or approach so why use a different

  • method? Because the other methods haven’t worked. See what I’m saying? You only know

  • that when you look at the literature though. What’s been done before to tackle my particular

  • research topic or problem? And the next step is finding the literature, that would be good,

  • you know. Some of you have found too much literature, and well deal with that in

  • a few slides. But finding literature, how do you know you can find. One of the things

  • that I think, and I’m going to show you the details for everyone of these suggestion,

  • but one of the things I think is sorely underutilized is your subject specialist reference librarian.

  • When I talked to the reference librarian and the subject librarians they go, ‘We just

  • want people to come see us, we love to work with people!’ So theyre like waiting

  • for you, their arms outstretched; let me help you. Okay so take advantage of that, it’s

  • free. The other thing that I think is helpful is how do you find then also then good sources?

  • I swim through those databases, the library databases, and I’m completely overwhelmed.

  • How many of you guys find that to be true? I look in there and I do like a search, a

  • topical search; and I get 18,000 hits, and I go through and I go well how do I even know

  • that this is a good source? How do I even know that this is something that will be helpful

  • to me because one of the things in your literature review is you the question asks how much literature

  • do I need to look at?

  • Youre not going to be able to look at all of the literature if you have a big topic,

  • correct? So how do you know who are the scholars that you really need to cite? And really you

  • want the big players; you don’t need to mess with the little guys; you want the big

  • scholars, the big players in your field, correct? I don’t’ know about you guys but when

  • I first research a topic who the big players are, do you? I don’t know who the big players

  • are. Ah, but Google does. If you go to scholar.google.com it is not comprehensive. Your databases, your

  • library databases are a lot more comprehensive than this, but as a starting point, these

  • articles come up, these books come up. And right here it says cited by and there’s

  • a number; this says citied by 45, so that’s 45 other scholarly sources cited that source.

  • So if your overwhelmed with the amount of literature youre looking at, you only want

  • to find the big players in the field right? So if it says cited by two, which that would

  • be my journal article, you may not want to use it. But if it says by cited by 60, cited

  • by 200, right? Then you goahhhh,” maybe this person is somebody that people are talking

  • to and talking about. And all your doing is your tapping in to the conversation and your

  • trying to find a place for you to join the conversation, youre trying to find a little

  • hole for you to fit into. Alright? This is a real quick and dirty way of finding the

  • sources very quickly. Once your very familiar with the big name players in your field, the

  • people that are talking the most, the most respected, the most controversial, whatever,

  • whatever your actually looking for, then go back to the library datatbase, then you can

  • do your searches, your searches then can be much more refined because maybe you just want

  • to find all the articles from Donald Mckay because he’s the biggest player in academic

  • dishonesty research that you can find. Then your going to find related articles to that

  • article, see how it all kinds of webs together? You can find dissertations written on your

  • topic from your department from Texas A&M just like that. Okay. Why is this helpful?

  • I wanted to find out, I wanted to read dissertations supervised by my chair and other members of

  • my committee. Now that’s a little bit outside of the literature review but you understand

  • why I might want to do that? I want to know what theyre going to be looking for, what

  • theyve signed off on, that kind of thing. I also want to know what a dissertation in

  • my department looks like, okay? Now, there are all kinds of methodologies you may be

  • using you may find you may go ahead and look for a dissertation or a thesis with even the

  • methodology and so forth, there’s a lot of things. But at the very minimum, to bring

  • it back to the topic were talking about today you could look at a dissertation from youre

  • department and your field and look at the literature review and see what It looks like.

  • Particularly those where your chair or your committee members have supervised those other

  • students. See what it looks like, see what your committee members are going to expect

  • because lets be honest you guys you know your committee members sign the paperwork, correct?

  • Right? They do. And, and, and you want to be in line with there expectations okay?

  • Alright. So what you do here is you just go to the library, just the home page you pick

  • up the database one, it says search for databases, and it says proquest dissertation so you can

  • look for school: Texas A&M University. You can look for the terms in the abstract or

  • you can actually look for the terms used in the document text, so your topic end, did

  • anybody at Texas A&M in my department or whatever at Texas A&M, write a dissertation with this

  • topic used in the text? I think that this is astronomically helpful and a lot of people

  • don’t know about it. And it’s a way to do your homework before you do your homework.

  • Aright where are we now? We know we have to do a lit review, we have gone to the library

  • databases, looked at the subject librarians. We actually have stacks and stacks and stacks

  • of printed pdf files in our house in our car in the back seat. How do you wade through

  • all of that stuff especially if you have a lot of it? Okay so the deal is you want to

  • find out what scholars are saying about your topic, and we already know how to find the

  • good ones, the big players, Google Scholar. What are the ongoing debates or conversations

  • on your topic? Okay? Is anybody talking about your topic at all? Okay and if they aren’t

  • why? And that’s something to think about in terms of making choices, and if people

  • are talking, whose talking and what are they talking about? This also helps you organize

  • your information you have a copious amount of information when youre doing your literature

  • review. You have lots of information and Brandy and I were talking about this earlier, that

  • we gathered all the information then we took a break from the literature review and when

  • we went back we had no idea where to start again because we had forgotten everything

  • that was in every article. We didn’t really forget, but we kind of did because you almost

  • have to be concentrating on that topic intently. You have to be thinking about it and thinking

  • about it and you go okay what does so and so say and what does so and so say and what

  • does so and so say okay? So what are the ongoing debates within your topic and it may be if

  • your in the hard sciences it may be about methodology, why does this methodology work

  • better than this methodology? Well this study was done but it didn’t do any good, and

  • if your in education there’s a lot of theories in education, education, they love theories

  • well the theory is this, well this theory may not be adequate, does this theory work?

  • Theory, theory, theory, right?

  • What ideas do you agree with? ‘Oh my gosh this guy just has all the answers, you know?

  • This is perfect, whatever I do, he gets it, or she gets it and I’m going to follow that.’

  • And hopefully once you do a lot of reading you gooh no, no no no, that would never

  • work; I can see why they haven’t solved the problem because theyre not looking

  • at it in the right waycorrect? And then, this is probably the most important question

  • if youre looking to the literature: what hasn’t been said about your topic? Because

  • really what youre trying to do is find your little niche. What are you going to right

  • about? What are you going to study? You don’t want to say something that’s just been replicated.

  • Organizing the writing of your literature review is probably the most difficult thing

  • that your going to tackle, I think, you know? ‘I’ve got all these articles and I’ve

  • read them all and I don’t know where to start? I have a couple of suggestions. You

  • probably have good sense of where the conversation is you know youve done all this work, youve

  • done all the reading, you probably have a sense that this scholar doesn’t agree with

  • this scholar and this researcher used this methodology but didn’t accomplish what you

  • think could be accomplished with this methodology. Or maybe its been looked at in this way but

  • not in this way and you think that this would really solve the problem because somebody

  • else looked at the problem this way. I was helping a student with her thesis, and she

  • is doing a study of what’s calledbull switchingin a waterbuck herd. Basically

  • they bring in a male for breeding season. They only want one breeding season to help

  • with the health of the water bucks and the survival of the calves, so what they do though

  • to keep the herd in tact is they take the bull, bring him in to this breeding season,

  • then remove the bull and bring in a vasectomized male for these waterbucks, okay? Well she

  • had to do two things: she had to research bull switching in other species because it

  • had never been done in the waterbuck species, and she was observing the animals in a semi-natural

  • environment as opposed to the wild, as opposed to a zoo. She was looking at it a Fossil Rim

  • Park, which is a semi-natural environment where they don’t want you to interfere with

  • the natural wildlife, but they do some interference, right? She found literature on, you know,

  • bull switching in waterbucks, she found no literature in bull switching in semi-natural

  • environments, she found no literatureyou know what I’m mean? This is really great

  • research that’s she’s doing, but doing the literature review was very very difficult

  • because what she had to do was pull from other areas and say okay, ‘what work has been

  • done on animals in semi-natural environments?’ Pull that in. It seems almost unrelated doesn’t?

  • But she had to do it because there was nothing in her field. What about breeding, what about

  • breeding in semi-natural environments? You see she had to look at all of these things.

  • Once she got that together though she said, well how do I talk about it right? Her problem

  • is probably not your problem, her problem is that she had to really stretch on the lit

  • review. For most of you guys, youre going to have too much literature on your topic.

  • So how do you organize it? Well one of the ways you can organize your lit review, and

  • your going to have a little overlap, but one is to look at the materials sequentially,

  • what happened first, what happened second, what happened third. In Ed. psych sometimes

  • this is helpful because well they used to think, you know, researchers did this experiment

  • and they used to think that students did this in this way. But now research shows it’s

  • very current, you know your always looking the current stuff, the new stuff, research

  • shows now that this works better, okay? So sequential is not a bad way to go because

  • you look back at what’s done before. It won’t be all of your lit review though,

  • you know, and it may not be applicable to your lit review at all. Sequence may not matter,

  • okay? What may matter is topics, so you look at your topics and your sub-topics and you

  • go topical, okay? Maybe you want to talk about research in semi-natural environments. Doe-switching

  • in semi-natural environments. So youre looking at all of your sub-topics so that

  • it makes sense when you get to the end that your reader understands why youre doing

  • the research your doing, okay? Topical. Youre going to do some topical no matter what. Methodological.

  • No other strategy has worked. Theyve tried this, theyve tried this, theyve tried

  • looking at it quantitatively, theyve done bootstrap analysis, theyve done regression,

  • theyve done qualitative studies, theyve done this, theyve done this, theyve

  • done all kinds of this, nothing works but my method will. See. And theoretical. This

  • is mostly for the education people and the social sciences. Theory, theory, theory, this

  • theory, this theory, this theory. I don’t think that youre going to use one or the

  • other; I think youre going to use a mixture of maybe all four of those, but it’s a way

  • to get started. So lets get rid of all of this stuff, okay? Youve got PDFs everywhere.

  • You know what they say, but youre kind of confused. Put them down, put them over

  • here. I’ve got three articles that talk about this topic, I’ve got four articles

  • that talk about this topic, and I’ve have one article that debunks all of those articles.

  • So then you have something to write about. You can write at least a couple of pages,

  • and you guys, you don’t have to write the lit review in one day; if you try to do that

  • you willdon’t know what youll do. Take it little bitty steps at a time; see

  • what you can do in one sitting, and then move on and then move on, and then move on.

  • Think about okay, what do they say? What do they say? This is what were going to do;

  • this is where that they-say-I-say thing comes in. What do they say, the scholars, how do

  • I agree or disagree with them okay? Okay what are the experts in the field say about x?

  • You can say the results of Hester’s study contradict the findings of Smith. What are

  • common place opinions on x? Most experts believe that the stock market will continue to weaken

  • over the next six months. What do others, what do scholars imply or assume? Sometimes

  • my opponents assume that most young women simply don’t want to play sports at the

  • collegiate level. This is from a lit review that I did for a journal article, and then

  • what I said was they assumed it but its not true because of the methods they used to research.

  • What are both sides of the argument? Well this scholar says this, and this scholar says

  • this. That’s where you start you guys. That’s where you start your literature review. Don’t

  • think about anything else but that at this particular point. What do they say?

  • Now I didn’t put any citations in here of course youre going to cite your sources.

  • I’m going to show you, this is from the economics piece. This is an example from a

  • real journal article, a real lit review that starts with one of those standard statements

  • and then leads to placing that statement into the larger conversation. And it says, ‘Economist

  • Shelly associated absolute poverty -I left out some of the stuff- to the individuals

  • expected benefits from legal and illegal activity. Therefore, absolute poverty may create the

  • perception that one skill is relatively more productive than criminal activity. That’s

  • a general statement. Look at the transition then. In addition now all I’ve done is,

  • you know you make a general statementthis is like standard thought in the field. Now

  • I’m getting into my lit review and I’m going to say okay, now I’m going to add

  • a detail to that general statement and I’m going to use Lot. In addtion, Lot postulates

  • that the poor are more likely to engage in criminal activityyada yada yada, and what

  • am I don’t here? Basically I’m then shifting, I’m saying okay this scholar is saying this.

  • Your looking at now both sides of the topic, or all sides of the topic, and youre saying

  • okay this is the general thought about this, this is what the scholar says about this,

  • but this scholar says this. Okay? Easy, just using transition words, general statement

  • leading tonow youve got two sources out of the way. You only have about 50 or

  • 60 more no big deal. I’m just kidding. Now what you can do is now what I’m doing is,

  • however, and I’ve randomly excerpted these from the article so don’t feel that you

  • don’t understand the article because were not going in order at all, okay? The author

  • of this lit review says this stop in contrast, I’m switching directions here, in contrast

  • to these views, other researchers hypothesized that community and family structure linked

  • to property crime only if they are associated with relative poverty. General statement correct?

  • For example, now I get to use a source again.

  • A literature review is not an annotated bibliography, because annotated bibliographies do not position

  • the literature, okay? They just state what the literature says. Your job on a literature

  • review is to position the literature and show that you understand the conversation, okay?

  • That’s the difference. That’s a really good question. Actually doing an annotated

  • bibliography is not a bad way to start your literature review. It is a way to stay organized

  • but the annotated bibliography is the first step in gathering the information and summarizing

  • it. Then the next step would be placing it within the conversation, okay? Meta-analysis

  • has a different meaning in the sciences in terms of like; really youre talking about

  • a lot of studies and then dong a statistical analysis. But what I mean here is just looking

  • at all of the literature all of the little sources they all basically say the same things

  • or theyve tackled the same topic in the same way. This is from the economics article.

  • Here’s the statement: empirical results from crime studies generally support a positive

  • relationship between absolute poverty or relative poverty and property crime rates. Now what

  • he has done in this article is all of the sources that this author has cited here, they

  • all have empirical studies, theyve all written articles, theyve all done empirical

  • studies that result, you know, the conclusion is that there is a positive relationship between

  • absolute poverty and property crime rates, okay? So when you say how much literature

  • should I have if all of these people have done the same study or similar studies and

  • theyve drawn the same conclusions this is how you site it; however, empirical support

  • has positive effects is not universal. Not every scholar or researcher has found this

  • to be true. Gillespie evidently did not, either that or Gillespie is countering this argument

  • in Gillespie’s research. So once youve gotten the breadth and once youve done

  • the annotated bibliography you can see this pretty easy. You know, it’s going to come

  • together for you after that. How then to attribute the sources? Now, all of you are from very

  • different areas. Some of you are going to use IEEE, that’s an engineering style. Some

  • of you will be using MLA or APA, some of you will use a journal article and basing your

  • citation style on that journal article, I can’t make any given statements about exactly

  • how to cite your work. The piece that I’m using is using APA. It’s from economics,

  • social sciences, so that works and sociology, but what I can tell you is when youre using

  • source material there are two ways of attributing the source, and I think this gets to your

  • question. One, you either use the scholar’s name in the text, or you use the scholar’s

  • name in the citation, one or the other. Those are two choices. Pretty easy, okay? My first

  • one says scholar x, and now here’s a list of verbs you could even use. Scholar x acknowledges,

  • argues, believes, claims, concedes, demonstrates, disagrees. That’s a whole list of verbs

  • you could use any of those, theyre free. Take them; use them, no big deal. That’s

  • used in social sciences more because if youre talking about theories there will be a person

  • or a scholar associated with that theory, does that make sense? If youre in the hard

  • sciences, a lot of times that is going to come in the next oneattributing sources

  • within the citation, ‘transformation learning,’ although that’s not the example I used,

  • buttransformational learning creates an opportunity for learners to experience the

  • life changing moment that will change their life views’ (Smith 1987).

  • A lot of times when youre talking about sciences youre talking about this methodology

  • was used in this research yada yada yada. Maybe youre using the passive voice, I

  • don’t know, and youll put the citation at the end. Some of you use the miracle citation,

  • the science citations where you use the one, two, three and you just go back to the one

  • every time you refer to that source. There are all kinds of ways to cite materials, but

  • there are only two ways to attribute in the text or in the citation, one or the other.

  • Yeah that’s a really good question; what I think is youre going to need to use common

  • sense because what’s most important is that the reader understands where that information

  • comes from. So if you have a paragraph and it’s coming from three different sources,

  • if it’s a meta-analysis: theyre all saying the same thing theyre all the same results

  • you can put it at the end, right? But if youre mixing it up and youre talking about this

  • idea or this result and then youre going to another one, put the citation right after

  • the sentence. And then go on to the next idea. Put the citation right after the sentence

  • and then so on. Because what’s really important is you don’t want to deceive the reader

  • regarding where that information came from, it could really mess you up, like I said if

  • it’s a meta-analysis you wait until the end. If it’s one source and one paragraph

  • then it’s pretty clear that all of that information came from the same source; you

  • can usually go ahead and wait for it at the end. If you are in the social sciences, what

  • I do, just to make it really clear, in education, social sciences, humanities, history, those

  • kinds of topics, I then say scholar x says yada yada yada yada, okay? If youre in

  • the hard sciences you may not be using scholars names to be referring to your literature,

  • then youre going to want to wait until then end, but I want to make it clear to my

  • reader that this is so and so’s theory, okay? If you use quotations a lot of you guys

  • won’t be using quotations, but if you do use quotations here are some really easy ways

  • for entering, just attributing, your quotations, okay? Scholar x states, says, writes, complains,

  • and then the example is yada yada and then the scholar y disagrees saying humma humma.

  • You can also go back to that list of verbs and put any of those verbs that are appropriate.

  • Definitely don’t want to throw a quotation out there and let the reader interpret it.

  • The burden of proof, the burden of the explaining the quotation is on the writer not the reader.

  • She goesthis is a really cool quote, it says everything I wanted to say, it’s so

  • important, I have to use, it its brilliant,’ okay? After you say it or before you say it

  • youre going to want to explain it. Well you know this is a lot of information, a lot.

  • How do I guide my reader through all of this information because it’s pretty easy to

  • throw the literature in here, but it’s really difficult to make your reader understand the

  • way it goes, you need a road map, right? Like that’s what we were talking about the however,

  • now turning directions, in contrast, in addition I’m going the same direction, however I’m

  • changing directions, therefore I’m drawing a conclusion. You got to guide your reader,

  • okay, because if your reader gets lost and your reader is your chair youre starting

  • over. So I have three ways of doing this when I write, okay? And I think these are pretty

  • helpful. You can use pointing words, first of all you want your topics to flow together,

  • but that’s what we were talking about sequential methodological and those kinds of things.

  • Now were getting down to the sentence level stuff rather than the paragraph level stuff

  • or the page level stuff, now were getting down to the sentence level stuff: pointing

  • words, transitions and conjunctive adverbs. Using pointing words, pointing words are for

  • back to a concept youve discussed in the previous sentence. You want your reader to

  • know that youre really still talking about the same idea, but you want to avoid ambiguity

  • sometimes if you use the word this, these, your reader doesn’t know what this is referring

  • to. If you use it alone it should be absolutely clear what idea your pointer is referring

  • to, you can name the pointer as follows to eliminate confusion. So if youre talking

  • about the debate between scholars on this topic, you could say this led to yada yada

  • yada, butthisis not clear what it refers to, you could saythis debate,’

  • this argument,’ ‘this methodological process,’ you know? Whatever youre talking

  • about in the previous sentence use a pointer to carry your reader in that direction, okay?

  • This debate is not settled because each of these theories has both empirical support

  • and opposition and then the citations. Alright, I’m going to just show you a couple of transitions

  • and just somethings that you could do, and I got this from the lit review from the economics

  • piece. In contrast to, great transition, in addition to, all of these things guide your

  • reader, ‘oh now I’m changing direction,’ ‘I’m going the same direction,’’ I’m

  • drawing a conclusion.’ You need to pretend that your reader is not very bright. That’s

  • what my professor told me, he goes, ‘youre really making a lot of assumptions about how

  • bright your reader is.’ And I was like, ‘Well I thought so.’ No, make a road map;

  • make it explicit where youre going. Now I’m changing direction; other authors claim

  • that absolute relative poverty has only conditionalized property crime. So I’m going through here

  • and contrasting his views and theories postulating relationship between absolute relative poverty

  • and property crime yada yada and this is what everybody thinks. But other authors claim

  • that they only have conditional links to property crime, and I’m proving that by citing the

  • literature on that. I like this example because this debate looks at both content and method

  • and sometimes you will be looking at disagreeing with the content and the method of what’s

  • going on. This debate, the pointing word right, is not settled because each of these theories

  • has both empirical support and opposition, you saw that before. Even Canter and Lance’s

  • attempt to combine these opposing views, like ok, their is support and opposition. Now there’s

  • a study done that tries to combine the support and the opposition but Hale and Sabba criticized

  • Canter and Lance’s methodology in their study.

  • That’s getting down to the detail isn’t it? If you get this far down into the argument

  • you are almost ready to take your place in the conversation correct? You know enough

  • about it to know where the controversies are what’s been done, what’s not been done,

  • and now look what your topic is going to be, okay? Finally, the point of the lit review

  • is to get to your dissertation topic or your thesis topic or your journal topic your justifying

  • it, okay? I’ve looked at everything; I know everything that’s out there; I’m telling

  • you everything that’s out there. Youre an educated reader and you guys I’m going

  • to tell you something about your committee members. Your committee members know usually

  • a lot about the topic, but they may not know everything about every theory that youve

  • looked at and considered so you need to be explicit about that. I knew that I had to

  • be very explicit in my literature review because I was making the assumption that all of my

  • committee members knew everything about everything that I was doing. They don’t because you

  • probably have an expertise because youve been spending so much time on that one tiny

  • topic. It’s very important to realize that, okay? So now youre going to place yourself

  • in the conversation. Your voice is going to be a part of the conversation and then youre

  • going to show how you build from all these ideas to justify your own topic. Okay, so

  • weve talked a lot about what other people say, as you do your literature review what

  • do you say? Well theory works. I like what you said, you saidwell they haven’t

  • been using the right methodology and that’s why they haven’t gotten to the root of the

  • problem and I’m justifying my study that way,’ piece of cake easy, alright? How do

  • I agree with this scholar about this topic but with a difference? How do I disagree with

  • this scholar? You guys I’m using the term scholar but really if youre in the sciences

  • more than like youre going to talk about studies. I disagree with this study because

  • they didn’t look at this. I disagree with this study because they left out this variable;

  • this methodology, this statistical, they didn’t choose the right statistical method to analyze

  • that data. But if we take the same data and we look at it a different way, it’s going

  • to yield a better result. Do you have something that youre going to have to give up? Is

  • there a point that youre going to have to give up? There are some things where I

  • said, well I would love to do this but that is not possible, so I’m doing this because

  • it’s as close as youre going to get to that. How do you justify a short study or

  • whatever? And then how do impart the importance of my argument? You should be passionate about

  • what youre doing.

  • The other thing youre going to want to do is draw conclusions. So you put yourself

  • in the argument and then you draw conclusions and say this is what I’m going to do I’ve

  • looked at all of the literature these are my parameters and strengths and this is what

  • I’m going to do. This is another way to get yourself in there; exposing the inadequacies

  • of the current theory the empirical literature on the impact of local crime rates is not

  • as decisive as these theories would suggest. Gosh, you know, the conclusions are not that

  • great maybe there is a new study out there waiting to happen.

  • And then sometimes you just have to yank a gap in the research. Sometimes you find a

  • gap in the research; sometimes you have to make a gap. Here’s how you make a gap the

  • theoretical literature does not support a particular relationship between property crime

  • and socio-economic conditions limited by the particular theory and related variables chosen

  • for analysis. The empirical literature often provides support to opposing theories, so

  • what youre saying is the theoretical literature, there’s not really consistency there, and

  • the empirical literature also showshas different results, so hmm what am I going

  • to do for my study? Maybe I’ll come up with a new theory or maybe I’ll find a theory

  • that has not been looked at and tie it to empirical studies. This is where you kind

  • of think, you play with it, you lay it out on the table and you say what’s not been

  • done and where are the holes?

  • Sometimes you just find that things haven’t been studied and that’s so awesome, okay?

  • Not analyzing cross sectional data times series studies, empirical evidence on inflation effect

  • is meager, is meager, it’s not out there. Tada! I have a dissertation topic, right?

  • I have a journal article just waiting to be written because I’ve done all the literature

  • review and I’m brilliant. Position your research, if youre doing a journal article,

  • if youre doing a thesis, what your doing is your exposing all the gaps then you go

  • put yourself in right in that gap, right in the hole, okay? Sweet spot. If contextual

  • situational issues play a significant role in determining the level of academic integrity

  • in their classes as McCabe asserts, and I’ve spent in this particular piece, I spent several

  • paragraphs proving that point, I didn’t just make it up, you know? Then faculty are

  • an important part of the academic integrity equation. Research on faculty perspectives

  • on cheating in general and plagiarism in particular few and far between citing a bunch of people.

  • There are four, draw a conclusion, I’m placing myself in the research, nothing happening

  • in the research on this topic people. Therefore it is the goal of my dissertation to focus

  • on the insights, views and perceptions of the faculty that are often forgotten component

  • of research studies on plagiarism. I just justified my topic, right? To gain greater

  • insight into how faculty view plagiarism in their classes and more importantly how they

  • exist and teach. Now I’ve got my research questions as well in the second half of that

  • sentence weve looked at this in a macro way, but then weve gotten down and looked

  • at the very fine details about how to write this thing. We spent a brief time talking

  • about actually how to pull this off, but I’m not going to lie, it’s a lot of work, you

  • know? And youre going to find times when you get really frustrated. And youre going

  • to find times when you go I’m so overwhelmed or underwhelmed because I can’t find a darn

  • thing on this, you know, that I just don’t know how I’m going to, you know, move on.

  • Just breathe, that’s my advice, just breathe, and try not to tackle everything in one day.

  • Say I’m going to work on this topic today, or I’m going to work on finding a source

  • that will tell me. I’m going to find that source that’s going tell me my three-month

  • study is adequate, you know? Or I’m going to find this study that’s going to help

  • my find this, or I’m going to put together all of the arguments like against this way

  • of doing things. That’s a good days work don’t you think? That’s a whole days work

  • right there if you do that, take the next step, the next stair, the next week, the next

  • step the next day. It’s daunting, and if you don’t break down the task it tends to

  • be blocking. You get so overwhelmed with it that you haveyour blocked. Back up, breathe,

  • use just some specific strategies from this and go, one, I’m going to do one thing here.

  • Now when you get to step nine or ten you may go back to step one, I’m going to redo step

  • one, but at least youve already gone that far okay? You know, don’t give up. Thanks

  • for coming sure appreciate it.

Were going to talk about a lot of the things that you probably have already read about

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Get Lit: The Literature Review (Get Lit: The Literature Review)

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    Pedroli Li に公開 2021 年 01 月 14 日
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