Drafting lit review
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This document provides guidance on drafting a literature review, including how to cluster sources by subject headings, write generalizations and analyze sources under each heading, and conclude by summarizing discussions and identifying gaps for further research. Key steps include annotating sources, highlighting keywords to group sources under headings, writing topic sentences to introduce headings, using sources to support arguments through paraphrasing and non-integral citations, and pulling ideas together to transition into identifying areas for additional work.
![All together now… TITLE Intro Establish territory Paint a picture of conversations Mention subject headings Subject heading A Generalization (use non-integral citations if needed) Source Source Source (etc.) Analysis [Repeat pattern for each subject heading] Conclusion Sum it all up Identify gap(s) Explain why gap(s) are important Works Cited](https://image.slidesharecdn.com/draftinglitrev-110323121000-phpapp02/85/Drafting-lit-review-15-320.jpg)
Drafting lit review
- 1. Drafting a Literature Review
- 2. What did you learn from Bullock? Summarize Evaluate Focus on topic/argument Cluster Subheadings > Generalization > Summary of main ideas of sources > Analysis
- 3. Sample Lit Review Subject headings Topic generalizations Mix of integral and non-integral citations Making connections between sources
- 4. Clustering Write down the last names of the authors of each of your sources. Write down 3-5 keywords for each source. Share with a partner. Look for common keywords.
- 5. Clustering Out of your keywords, choose 4-6 that might make good subject headings. Share with a partner; choose the best or most relevant headings. Under each heading, list all the sources that apply. Create a color code for each heading. Highlight your annotated bib to sort out quotes and summaries that you may be able to reuse.
- 6. Drafting Choose one of your subject headings. Write a generalization about this heading. Example from a student writing about teaching learning-disabled children to write: “ The impediment associated with the composing process of students with learning disabilities can be somewhat relieved by using text-recording tools, such as special keyboards, word prediction, and speech recognition. ” Her subject heading was “ T ext-Recording Tools .” This topic generalization clearly introduces the main ideas that she will cover in this paragraph. It may help to use non-integral citations to connect sources. Share.
- 7. Drafting Get more specific, using non-integral citations to make connections between sources. Example: Many scholars discuss the benefits of word processing programs such as Microsoft Word (MacArthur; Lewis).
- 8. Drafting Summarize the main argument of one of your sources. Feel free to borrow from your annotated bib. Example: More specifically, Lewis explains that special keyboards, such as IntelliKeys, enable the user to program the keyboard to appear in any order that is desired (19). Share.
- 9. Drafting Now summarize another source, showing the connection between them. (Create a “conversation.”) Example: Lewis defines speech recognition software, or voice-input, as software that recognizes the voice of the user and records the words as text (19). According to MacArthur, dictation and speech recognition can be very beneficial to students with difficulty in basic writing skills but the limitations of speech recognition software are much greater than dictating to a human. Share.
- 10. Drafting Repeat the process for each of your sources you listed under your subject heading. Incorporate quotes where necessary or relevant. Remember to show the connections.
- 11. Drafting Now pull all the threads together: identify the areas of agreement and disagreement, and use them to support your argument. Example: Both MacArthur and Lewis indicate that word prediction software was created for individuals with physical disabilities, but MacArthur claims that the benefits of word prediction technology is promising for students with severe disabilities in spelling, grammar, and punctuation.
- 12. Drafting Repeat for each of your subject headings.
- 13. Intro Intro Use what you have from annotated bib Refer to your subject headings (one sentence or several) Revise use of scholars and/or establishing your territory if needed There has been much discussion about how to interest students in recreational reading. But why exactly is recreational reading such an important issue? To start off, reading is a foundational skill from which all other skills grow, and those skills increase as reading proficiency increases (Pavonetti, Brimmer, and Cipielewski 3). Unfortunately, according to Kirsch et al., nearly 44 million adult Americans function at the lowest level of literacy; that's around 23% of America's population (16). Inferring from Cullinan, a program that promotes interest and positive attitudes towards recreational reading will foster sustained reading throughout students’ life spans (qtd. in Kush and Watkins 315). There are several topics that must be examined first in order to better understand what will help students cultivate a lifetime of recreational reading. These topics include the characteristics of recreational readers, previously developed reading programs, and other influences on student reading.
- 14. Conclusion Conclusion Sum everything up Identify gap(s) that you will later occupy Explain why further research into these gaps is necessary/important (This will eventually be the transition into your own research--but not yet) Through the analysis of the research conducted by scholars on the topics of spelling and technology it can be seen that the majority of scholars agree the use of technology is not having a negative effect on spelling and may even be a useful tool to implement into the classroom. Many different forms of testing the effects of technology on spelling have been used. Some have looked at research conducted by others on topics such as Twitter and micro-blogging (Tomita) while others have conducted their own research looking at topics like text abbreviations and its effects on spelling in formal and informal writing (Rosen, et al.). However, no studies have been conducted using both a computer and non-computer source to look at the effects of using text abbreviations while texting or on Facebook. It is important to look at a hand written writing sample as well as a computer written one because computers are a form of technology, and without the hand written writing sample there is an added variable. A study comparing spelling using both a computer written and a hand written writing sample could provide a direct conclusion on the effects of technology on spelling.
- 15. All together now… TITLE Intro Establish territory Paint a picture of conversations Mention subject headings Subject heading A Generalization (use non-integral citations if needed) Source Source Source (etc.) Analysis [Repeat pattern for each subject heading] Conclusion Sum it all up Identify gap(s) Explain why gap(s) are important Works Cited