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Section 3 Structure of Literature Review（第1页）

Se3:StructureofLiteratureReview

Theoverallstructureofyourreviewwilldependlargelyonyourownthesisorresearcharea。Whatyouwillodetherarastthevaryingopinionsofdifferentwritersoopics。Whatyoumustnotdoisjustdescribewhatoersays，aogiveageneraloverviewofaer，aher，andsoon。Yourstructureshouldbedisteadbytopicareas，troversialissuesorbyquestionstowhichtherearevaryingapproadtheories。Withiheseses，youwouldthendiscusswhatthediffereureargues，rememberingtolinkthistoyourowheendofthereviewyoushouldincludeasummaryofwhattheliteratureimplies，whilinkstoyourhypothesisormaiion。

Irodu，youshould:

·Defihegeopic，issue，orareaof，thusprovidinganappropriatetextftheliterature。

·Poirendsinublishedaboutthetopiflitheory，methodology，evidends;apsinreseardscholarship;leproblemoriveofimmediatei。

&ablishthewriter’sreason（pointofview）ftheliterature;explaieriatobeusedinanalyzingandpariureandtheanizationofthereview（sequend，wheatewhyliteratureisorisnotincluded（scope）。

Inthebody，youshould:

·Groupresearchstudiesaypesofliterature（reviews，theoreticalarticles，casestudies，etc。）agtoinatorssuchasqualitativeversusquantitativeapproasofauthors，specificpurposeorobjective，ology，etc。

·Summarizeindividualstudiesorarticleswithasmuchoraslittledetailaseachmeritsagtoitsparativeimportaure，rememberingthatspagth）denotessignifice。

·Providethereaderwithstroebeginningsnphout，andbrief“sowhat”summaryseermediatepoioaidiandingparisonsandanalyses。

Inthe，youshould:

·Summarizemajortributionsofsignifitstudiesahebodyofknowledgeuainingthefocusestablishedirodu。

&het“stateoftheart”forthebodyofknowledgereviewed，pointingoutmajormethodologicalflasinresearsisteheoryandfindings，andareasorissuespertiurestudy。

·cludebyprovidiiiohetraltopicoftheliteraturereviewandalargerareaofstudysuchasadise，astifideavor，oraprofession。

AgtoCaulley（1992）ofLaTrobeUheliteraturereviewshould:

·pareandtrastdifferentauthors’viewsonanissue

·groupauthorswhodrawsimilars

·criticizeaspeethodology

·noteareasinwhichauthorsarei

·highlightexemplarystudies

·highlightgapsinresearch

·showhowyourstudyrelatestopreviousstudies

·showhowyourstudyrelatestotheliteratureingeneral

·cludebysummarizingwhattheliteraturesays

Activity3-1:Identifyinggoodreview

BelowisafromtheIntrodutoapapereheEffectsofFeedbadAttributioaskPersistencewherepsychologystudentChrisRozekbegiheliterature。Readitahefollowiions。

&eofteudiedintermsofculturaldifferenco（1992）foundthatJapaaryschoolshowedgreatertaskpersisteheirAmeriterparts。Schooltypeandgeorsiaskpersistehisleftcultureastheremainingvariable。Heial。（2001）furtheredthisideabytestingolderAmeridJapasoersuccessorfailureoenesesubjectswereonfoulo-failures），andthiseculatedtobebecausetheyweremorelikelytoviewthemselvesasthecauseoftheproblem。Iftheywerethecauseoftheproblem，theycouldalsosolvetheproblemthemselves;although，thislybeaplishedthroughersistence。Amerisweremorelikelytobelievethatoutsidefactorswerethecauseoffailure。Theseculturalstudieshiaskpersisteablebasedonattributioerexperimetributionstyleaionismlevelbecorrelatedwithfinalgradesincollege-levelclasses（Blankstein&Winkworth，2004）。

&oanswer

1。Whatisthefocusofthisliteraturereview?

2。Listthestructureofthisliteraturereview。

3。Bywhichwayhasthewriterusedtaurereview?

&heteheauthorwithspecificexamples。

Activity3-2:ggenericphrases

Itisperfealtocopyphrasesfromotherpeople’spapers。However，thesephrasesmustbegenerifact，suchphrasesshouldhelpyoutoimprlish。Readthisextractofliteraturereviewandwroupstopickoutthosegenricphrasesandtrytousetheminyourfuturepapers。

Infactthereissuistitrastiveresearchtosuggestthatthefadisadvahegrammarandvocabularymaybeperfectlyadequate，itseemstobethecasethataendtotrahediscoursepatterivelaoEnglish。Ithasbeeed，forexample，thatAsianlanguagessuese，JapaneseandKoreanhavedifferentpatternsumenttoEnglish[3]。ThusoudyfoundthatthoseKorearaiedStateswroteinan‘English’discoursestyle，whiletheircolleaguewhohadtrainedandworkedonlyihapaperpublishedihology，wroteiylewithofpurposeoftheartidaverylooseanduernfromtheEnglishpointofview[4]。Menerally，HindshasputforwardawidelydiscussedpositionthatJapanesehasadiffereionastothedegreeofihereaderparedtoEnglish，anesegivingmoreresponsibilitytothereader，Englishtothewriter[5]。

ItmightbeobjectedthoughthatthisisrelevantonlytolanguagesandcultureswhichdiffergreatlytoEnglish。However，researanhasshownthatGermainginthesoceshasamuchlessliurethaotheextentthattheEnglishtranslatiobookwascriticizedashaphazardorevenerireviewers，whereastheinalhadreosuchreviewsontheEuropea[6]。AcademicrespectabilityinEnglishisevideheappropriatediscoursestructurebutiheappropriatelevelofabstrailarly，academiishtextshavebeenshowhewaytheyuseedpreviewsandaremuchlessexpliEnglishintheirdrawingofs。Spanishalsohasasimilarpatterherefore，wouldseemtobeamore‘writer-responsible’laleastsomeotherEuropeanlanguages。