How to Develop and Write a Literature Review
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
How to Develop and Write a Literature Review
Running Head: LITERATURE REVIEW 1
LITERATURE REVIEW 2
Antionette M. Johnson
Saint Leo University
DBA 701: Doctoral Success Lab
Assignment Due Date: September 30, 2021
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Student Signature: Antionette Johnson
Literature review entails conducting a comprehensive overview of previous research with regard to a specific topic. By conducting such an overview a reader is able to access knowledge both on what is known and not known with regard to the selected topic. According to Wee & Banister, (2015) a literature review ought to provide additional value as opposed to just generating an overview of a given topic. Developing the ability to write a literature review successfully is a vital skill for achieving success in academics, and possibly even a professional career. It not only demonstrates a thorough understanding of the available information on an issue, but it also aids in the process of learning by summarizing and synthesizing prior research pertaining to a specific topic. However, despite the fact that literature reviews are critical for one’s academic career, they are frequently misinterpreted and underdeveloped. This paper will discuss what literature review is, how to developed and write a literature review and finally discuss resources and tips which were used in completing this assignment.
Literature review entails conducting a comprehensive overview of previous research with regard to a specific topic (Wee & Banister, 2015). When performing a literature review, it is necessary to undertake a detailed overview of past research in relation to a certain issue. Through the use of such an overview, a reader will be able to gain knowledge about both what is known and what is not known about the topic under consideration. As an overview, a well-written literature review incorporates all of the major themes and subthemes found within the broad topic chosen for the study, as well as any other information that may be relevant. Most of the time, these themes and subthemes are intertwined with the techniques or findings of the previous investigation.
How to Develop and Write a Literature Review
Developing a literature review begins with relevant literature with regard to the selected topic. In this section making a list of keywords in relation to the selected topic may help in searching for relevant information regarding the selected topic. The keywords identified can be used to search for articles and journals from databases over the internet. The next step that follows is the evaluation and selection of sources. The sources here are selected based on their relevance and credibility(Denney & Tewksbury, 2013). This can be done by reading through the sources where upon finishing a researcher can start organizing the structure and argument of their literature review. This can only be done successfully upon understanding the relationships and connections between sources read. The next step is outlining the structure of the literature review which can be thematic, chronological, theoretical, or methodological. Based on the structure identified an individual can start writing their literature review. According to McCombes, (2019) just like any other academic text a literature review ought to have an introduction body and conclusion. The introduction ought to establish the purpose and focus of the literature review. In the body, an individual ought to discuss major themes identified, their interpretation, and thoughts in order to generate valuable knowledge.
When it comes to the focus of a literature review, there are a variety of options available that vary depending on the sort of research issue that is being addressed in the current study. The various notions in the broad research question will be the primary focus of the primary investigation. The specifics of how this is accomplished will vary from study to study. In addition, it is critical that these notions encompass the complete (relevant and related) breadth of past literature pertaining to the current research issue, even if the preceding literature does not immediately overlap with it. Be sure to stress the findings of previous studies or how each study contributes to our understanding of a particular topic while identifying and discussing/explaining these topics.
How I completed the assignment
I completed this assignment by first coming up with keywords (write, develop, literature review) and conducted a general google search “how to write a literature review” and found an article by McCombes, (2019) to be helpful. I also made use of google scholar where I searched for articles in relation to “how to write a literature review” where I found the articles by Denney & Tewksbury, (2013) and Wee & Banister, (2015) to be helpful.
Because of the particular obstacles that each topic presents, writing a literature review may never become simple. However, according to the procedures, techniques, and organization outlined above will assist you throughout the entire process of determining what the current topic’s focus will be and what types of information you’ll need to include. Furthermore, analyzing and synthesizing enormous volumes of material, as well as being able to discern arguments made in readings across all disciplines, would be immensely aided by knowing how to properly write a literature review.
Denney, A. S., & Tewksbury, R. (2013). How to Write a Literature Review. Journal of Criminal Justice Education, 24(2), 218–234. https://doi.org/10.1080/10511253.2012.730617
McCombes, S. (2019, February 22). How to Write a LiteratureReview | A Step-by-Step Guide. Scribbr. https://www.scribbr.com/dissertation/literature-review/
Wee, B. V., & Banister, D. (2015). How to Write a Literature Review Paper? Transport Reviews, 36(2), 278–288. https://doi.org/10.1080/01441647.2015.1065456
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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