The effect of chronic caffeine supplementation on endurance performance has been studied extensively in different populations. However, concurrent research on the effects of acute supplementation of caffeine on cardiorespiratory responses during endurance exercise in hot and humid conditions is unavailable
Source: Ping, WC, Keong, CC & Bandyopadhyay, A 2010, ‘Effects of acute supplementation of caffeine on cardiorespiratory responses during endurance running in a hot and humid climate’, Indian Journal of Medical Research, vol. 132, pp. 36–41. Used under a CC-BY-NC-SA licence.
Step two of writing a literature review is synthesis.
Synthesis describes combining separate components or elements to form a connected whole.
You will use the results of your analysis to find themes to build your literature review around. Each of the themes identified will become a subheading within the body of your literature review.
A good place to start when identifying themes is with the dependent variables (results/findings) that were investigated in the research studies.
Because all of the research articles you are incorporating into your literature review are related to your topic, it is likely that they have similar study designs and have measured similar dependent variables. Review the ‘Results’ column of your analysis grid. You may like to collate the common themes in a synthesis grid (see, for example Table 7.4 ).
Step three of writing a literature review is evaluation, which can only be done after carefully analysing your research papers and synthesising the common themes (findings).
During the evaluation stage, you are making judgements on the themes presented in the research articles that you have read. This includes providing physiological explanations for the findings. It may be useful to refer to the discussion section of published original investigation research papers, or another literature review, where the authors may mention tested or hypothetical physiological mechanisms that may explain their findings.
When the findings of the investigations related to a particular theme are inconsistent (e.g., one study shows that caffeine effects performance and another study shows that caffeine had no effect on performance) you should attempt to provide explanations of why the results differ, including physiological explanations. A good place to start is by comparing the methodologies to determine if there are any differences that may explain the differences in the findings (see the ‘Experimental design’ column of your analysis grid). An example of evaluation is shown in the examples that follow in this section, under ‘Running performance’ and ‘RPE ratings’.
When the findings of the papers related to a particular theme are consistent (e.g., caffeine had no effect on oxygen uptake in both studies) an evaluation should include an explanation of why the results are similar. Once again, include physiological explanations. It is still a good idea to compare methodologies as a background to the evaluation. An example of evaluation is shown in the following under ‘Oxygen consumption’.
Once you have completed the analysis, and synthesis grids and written your evaluation of the research papers , you can combine synthesis and evaluation information to create a paragraph for a literature review ( Figure 7.4 ).
The following paragraphs are an example of combining the outcome of the synthesis and evaluation stages to produce a paragraph for a literature review.
Note that this is an example using only two papers – most literature reviews would be presenting information on many more papers than this ( (e.g., 106 papers in the review article by Bain and colleagues discussed later in this chapter). However, the same principle applies regardless of the number of papers reviewed.
The next part of this chapter looks at the each section of a literature review and explains how to write them by referring to a review article that was published in Frontiers in Physiology and shown in Figure 7.1. Each section from the published article is annotated to highlight important features of the format of the review article, and identifies the synthesis and evaluation information.
In the examination of each review article section we will point out examples of how the authors have presented certain information and where they display application of important cognitive processes; we will use the colour code shown below:
This should be one paragraph that accurately reflects the contents of the review article.
The introduction should establish the context and importance of the review
The reference section provides a list of the references that you cited in the body of your review article. The format will depend on the journal of publication as each journal has their own specific referencing format.
It is important to accurately cite references in research papers to acknowledge your sources and ensure credit is appropriately given to authors of work you have referred to. An accurate and comprehensive reference list also shows your readers that you are well-read in your topic area and are aware of the key papers that provide the context to your research.
It is important to keep track of your resources and to reference them consistently in the format required by the publication in which your work will appear. Most scientists will use reference management software to store details of all of the journal articles (and other sources) they use while writing their review article. This software also automates the process of adding in-text references and creating a reference list. In the review article by Bain et al. (2014) used as an example in this chapter, the reference list contains 106 items, so you can imagine how much help referencing software would be. Chapter 5 shows you how to use EndNote, one example of reference management software.
Click the drop down below to review the terms learned from this chapter.
Copyright note:
Bain, A.R., Morrison, S.A., & Ainslie, P.N. (2014). Cerebral oxygenation and hyperthermia. Frontiers in Physiology, 5 , 92.
Pautasso, M. (2013). Ten simple rules for writing a literature review. PLoS Computational Biology, 9 (7), e1003149.
How To Do Science Copyright © 2022 by University of Southern Queensland is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
A literature review is much more than just another section in your research paper. It forms the very foundation of your research. It is a formal piece of writing where you analyze the existing theoretical framework, principles, and assumptions and use that as a base to shape your approach to the research question.
Curating and drafting a solid literature review section not only lends more credibility to your research paper but also makes your research tighter and better focused. But, writing literature reviews is a difficult task. It requires extensive reading, plus you have to consider market trends and technological and political changes, which tend to change in the blink of an eye.
Now streamline your literature review process with the help of SciSpace Copilot. With this AI research assistant, you can efficiently synthesize and analyze a vast amount of information, identify key themes and trends, and uncover gaps in the existing research. Get real-time explanations, summaries, and answers to your questions for the paper you're reviewing, making navigating and understanding the complex literature landscape easier.
In this comprehensive guide, we will explore everything from the definition of a literature review, its appropriate length, various types of literature reviews, and how to write one.
A literature review is a collation of survey, research, critical evaluation, and assessment of the existing literature in a preferred domain.
Eminent researcher and academic Arlene Fink, in her book Conducting Research Literature Reviews , defines it as the following:
“A literature review surveys books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated.
Literature reviews are designed to provide an overview of sources you have explored while researching a particular topic, and to demonstrate to your readers how your research fits within a larger field of study.”
Simply put, a literature review can be defined as a critical discussion of relevant pre-existing research around your research question and carving out a definitive place for your study in the existing body of knowledge. Literature reviews can be presented in multiple ways: a section of an article, the whole research paper itself, or a chapter of your thesis.
A literature review does function as a summary of sources, but it also allows you to analyze further, interpret, and examine the stated theories, methods, viewpoints, and, of course, the gaps in the existing content.
As an author, you can discuss and interpret the research question and its various aspects and debate your adopted methods to support the claim.
A literature review is meant to help your readers understand the relevance of your research question and where it fits within the existing body of knowledge. As a researcher, you should use it to set the context, build your argument, and establish the need for your study.
The literature review is a critical part of research papers because it helps you:
Ideally, the literature review should take up 15%-40% of the total length of your manuscript. So, if you have a 10,000-word research paper, the minimum word count could be 1500.
Your literature review format depends heavily on the kind of manuscript you are writing — an entire chapter in case of doctoral theses, a part of the introductory section in a research article, to a full-fledged review article that examines the previously published research on a topic.
Another determining factor is the type of research you are doing. The literature review section tends to be longer for secondary research projects than primary research projects.
All literature reviews are not the same. There are a variety of possible approaches that you can take. It all depends on the type of research you are pursuing.
Here are the different types of literature reviews:
Argumentative review
It is called an argumentative review when you carefully present literature that only supports or counters a specific argument or premise to establish a viewpoint.
Integrative review
It is a type of literature review focused on building a comprehensive understanding of a topic by combining available theoretical frameworks and empirical evidence.
Methodological review
This approach delves into the ''how'' and the ''what" of the research question — you cannot look at the outcome in isolation; you should also review the methodology used.
Systematic review
This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research and collect, report, and analyze data from the studies included in the review.
Meta-analysis review
Meta-analysis uses statistical methods to summarize the results of independent studies. By combining information from all relevant studies, meta-analysis can provide more precise estimates of the effects than those derived from the individual studies included within a review.
Historical review
Historical literature reviews focus on examining research throughout a period, often starting with the first time an issue, concept, theory, or phenomenon emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and identify future research's likely directions.
Theoretical Review
This form aims to examine the corpus of theory accumulated regarding an issue, concept, theory, and phenomenon. The theoretical literature review helps to establish what theories exist, the relationships between them, the degree the existing approaches have been investigated, and to develop new hypotheses to be tested.
Scoping Review
The Scoping Review is often used at the beginning of an article, dissertation, or research proposal. It is conducted before the research to highlight gaps in the existing body of knowledge and explains why the project should be greenlit.
State-of-the-Art Review
The State-of-the-Art review is conducted periodically, focusing on the most recent research. It describes what is currently known, understood, or agreed upon regarding the research topic and highlights where there are still disagreements.
When writing literature reviews, you should avoid the usage of first-person pronouns. It means that instead of "I argue that" or "we argue that," the appropriate expression would be "this research paper argues that."
Ideally, yes. It is always good to have a condensed summary that is self-contained and independent of the rest of your review. As for how to draft one, you can follow the same fundamental idea when preparing an abstract for a literature review. It should also include:
Here's an example of the abstract of a literature review
Yes, the literature review should ideally be written in the past tense. You should not use the present or future tense when writing one. The exceptions are when you have statements describing events that happened earlier than the literature you are reviewing or events that are currently occurring; then, you can use the past perfect or present perfect tenses.
There are multiple approaches to deciding how many sources to include in a literature review section. The first approach would be to look level you are at as a researcher. For instance, a doctoral thesis might need 60+ sources. In contrast, you might only need to refer to 5-15 sources at the undergraduate level.
The second approach is based on the kind of literature review you are doing — whether it is merely a chapter of your paper or if it is a self-contained paper in itself. When it is just a chapter, sources should equal the total number of pages in your article's body. In the second scenario, you need at least three times as many sources as there are pages in your work.
To know how to write a literature review, you must clearly understand its impact and role in establishing your work as substantive research material.
You need to follow the below-mentioned steps, to write a literature review:
As a first step on how to write a literature review, you must know what the research question or topic is and what shape you want your literature review to take. Ensure you understand the research topic inside out, or else seek clarifications. You must be able to the answer below questions before you start:
Additionally, you should know that the narrower your research topic is, the swifter it will be for you to restrict the number of sources to be analyzed.
Dig deeper into search engines to discover what has already been published around your chosen topic. Make sure you thoroughly go through appropriate reference sources like books, reports, journal articles, government docs, and web-based resources.
You must prepare a list of keywords and their different variations. You can start your search from any library’s catalog, provided you are an active member of that institution. The exact keywords can be extended to widen your research over other databases and academic search engines like:
Besides, it is not advisable to go through every resource word by word. Alternatively, what you can do is you can start by reading the abstract and then decide whether that source is relevant to your research or not.
Additionally, you must spend surplus time assessing the quality and relevance of resources. It would help if you tried preparing a list of citations to ensure that there lies no repetition of authors, publications, or articles in the literature review.
It is nearly impossible for you to go through every detail in the research article. So rather than trying to fetch every detail, you have to analyze and decide which research sources resemble closest and appear relevant to your chosen domain.
While analyzing the sources, you should look to find out answers to questions like:
Be always mindful that you refer only to credible and authentic resources. It would be best if you always take references from different publications to validate your theory.
Always keep track of important information or data you can present in your literature review right from the beginning. It will help steer your path from any threats of plagiarism and also make it easier to curate an annotated bibliography or reference section.
At this stage, you must start deciding on the argument and structure of your literature review. To accomplish this, you must discover and identify the relations and connections between various resources while drafting your abstract.
A few aspects that you should be aware of while writing a literature review include:
Once you join the dots between various past research works, it will be easier for you to draw a conclusion and identify your contribution to the existing knowledge base.
There exist different ways towards planning and executing the structure of a literature review. The format of a literature review varies and depends upon the length of the research.
Like any other research paper, the literature review format must contain three sections: introduction, body, and conclusion. The goals and objectives of the research question determine what goes inside these three sections.
Nevertheless, a good literature review can be structured according to the chronological, thematic, methodological, or theoretical framework approach.
1. Standalone
2. As a section of a research paper
SciSpace Discover is a one-stop solution to do an effective literature search and get barrier-free access to scientific knowledge. It is an excellent repository where you can find millions of only peer-reviewed articles and full-text PDF files. Here’s more on how you can use it:
Find the right information
Find what you want quickly and easily with comprehensive search filters that let you narrow down papers according to PDF availability, year of publishing, document type, and affiliated institution. Moreover, you can sort the results based on the publishing date, citation count, and relevance.
Assess credibility of papers quickly
When doing the literature review, it is critical to establish the quality of your sources. They form the foundation of your research. SciSpace Discover helps you assess the quality of a source by providing an overview of its references, citations, and performance metrics.
Get the complete picture in no time
SciSpace Discover’s personalized suggestion engine helps you stay on course and get the complete picture of the topic from one place. Every time you visit an article page, it provides you links to related papers. Besides that, it helps you understand what’s trending, who are the top authors, and who are the leading publishers on a topic.
Make referring sources super easy
To ensure you don't lose track of your sources, you must start noting down your references when doing the literature review. SciSpace Discover makes this step effortless. Click the 'cite' button on an article page, and you will receive preloaded citation text in multiple styles — all you've to do is copy-paste it into your manuscript.
A massive chunk of time and effort is required to write a good literature review. But, if you go about it systematically, you'll be able to save a ton of time and build a solid foundation for your research.
We hope this guide has helped you answer several key questions you have about writing literature reviews.
Would you like to explore SciSpace Discover and kick off your literature search right away? You can get started here .
1. how to start a literature review.
• What questions do you want to answer?
• What sources do you need to answer these questions?
• What information do these sources contain?
• How can you use this information to answer your questions?
• A brief background of the problem or issue
• What has previously been done to address the problem or issue
• A description of what you will do in your project
• How this study will contribute to research on the subject
The literature review is an important part of any research project because it allows the writer to look at previous studies on a topic and determine existing gaps in the literature, as well as what has already been done. It will also help them to choose the most appropriate method for their own study.
To cite a literature review in APA style, you need to provide the author's name, the title of the article, and the year of publication. For example: Patel, A. B., & Stokes, G. S. (2012). The relationship between personality and intelligence: A meta-analysis of longitudinal research. Personality and Individual Differences, 53(1), 16-21
• A brief introduction to the topic, including its background and context. The introduction should also include a rationale for why the study is being conducted and what it will accomplish.
• A description of the methodologies used in the study. This can include information about data collection methods, sample size, and statistical analyses.
• A presentation of the findings in an organized format that helps readers follow along with the author's conclusions.
• Not spending enough time to critically evaluate the relevance of resources, observations and conclusions.
• Totally relying on secondary data while ignoring primary data.
• Letting your personal bias seep into your interpretation of existing literature.
• No detailed explanation of the procedure to discover and identify an appropriate literature review.
• Cite - the sources you utilized and referenced in your research.
• Compare - existing arguments, hypotheses, methodologies, and conclusions found in the knowledge base.
• Contrast - the arguments, topics, methodologies, approaches, and disputes that may be found in the literature.
• Critique - the literature and describe the ideas and opinions you find more convincing and why.
• Connect - the various studies you reviewed in your research.
When it is just a chapter, sources should equal the total number of pages in your article's body. if it is a self-contained paper in itself, you need at least three times as many sources as there are pages in your work.
• To represent an abstract idea or concept
• To explain the steps of a process or procedure
• To help readers understand the relationships between different concepts
Sources for a literature review should be as current as possible or not older than ten years. The only exception to this rule is if you are reviewing a historical topic and need to use older sources.
• Argumentative review
• Integrative review
• Methodological review
• Systematic review
• Meta-analysis review
• Historical review
• Theoretical review
• Scoping review
• State-of-the-Art review
Yes. Literature review is a mandatory part of any research project. It is a critical step in the process that allows you to establish the scope of your research, and provide a background for the rest of your work.
But before you go,
Reference management. Clean and simple.
How to write a literature review, 1. determine the purpose of your literature review, 2. do an extensive search, 3. evaluate and select literature, 4. analyze the literature, 5. plan the structure of your literature review, 6. write your literature review, other resources to help you write a successful literature review, frequently asked questions about writing a literature review, related articles.
A literature review is an assessment of the sources in a chosen topic of research.
A good literature review does not just summarize sources. It analyzes the state of the field on a given topic and creates a scholarly foundation for you to make your own intervention. It demonstrates to your readers how your research fits within a larger field of study.
In a thesis, a literature review is part of the introduction, but it can also be a separate section. In research papers, a literature review may have its own section or it may be integrated into the introduction, depending on the field.
➡️ Our guide on what is a literature review covers additional basics about literature reviews.
In this section, we review each step of the process of creating a literature review.
In the first step, make sure you know specifically what the assignment is and what form your literature review should take. Read your assignment carefully and seek clarification from your professor or instructor if needed. You should be able to answer the following questions:
In addition to that, be aware that the narrower your topic, the easier it will be to limit the number of sources you need to read in order to get a good overview of the topic.
Now you need to find out what has been written on the topic and search for literature related to your research topic. Make sure to select appropriate source material, which means using academic or scholarly sources , including books, reports, journal articles , government documents and web resources.
➡️ If you’re unsure about how to tell if a source is scholarly, take a look at our guide on how to identify a scholarly source .
Come up with a list of relevant keywords and then start your search with your institution's library catalog, and extend it to other useful databases and academic search engines like:
➡️ Our guide on how to collect data for your thesis might be helpful at this stage of your research as well as the top list of academic search engines .
Once you find a useful article, check out the reference list. It should provide you with even more relevant sources. Also, keep a note of the:
Keeping track of the bibliographic information for each source will save you time when you’re ready to create citations. You could also use a reference manager like Paperpile to automatically save, manage, and cite your references.
Read the literature. You will most likely not be able to read absolutely everything that is out there on the topic. Therefore, read the abstract first to determine whether the rest of the source is worth your time. If the source is relevant for your topic:
Now you are ready to analyze the literature you have gathered. While your are working on your analysis, you should ask the following questions:
Tip: Decide on the structure of your literature review before you start writing.
There are various ways to organize your literature review:
Regardless of the structure you chose, a review should always include the following three sections:
➡️ If your literature review is part of a longer paper, visit our guide on what is a research paper for additional tips.
➡️ UNC writing center: Literature reviews
➡️ How to write a literature review in 3 steps
➡️ How to write a literature review in 30 minutes or less
The goal of a literature review is to asses the state of the field on a given topic in preparation for making an intervention.
A literature review should have its own independent section. You should indicate clearly in the table of contents where it can be found, and address this section as “Literature Review.”
There is no set amount of words for a literature review; the length depends on the research. If you are working with a large amount of sources, then it will be long. If your paper does not depend entirely on references, then it will be short.
Most research papers include a literature review. By assessing the available sources in your field of research, you will be able to make a more confident argument about the topic.
Literature reviews are most commonly found in theses and dissertations. However, you find them in research papers as well.
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A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process.
A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.
A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2
1. Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge.
2. Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field.
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3. Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research.
4. Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered.
5. Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research.
6. Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature.
Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic.
Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies:
Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements.
Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources.
The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems.
Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning.
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Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements.
Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review.
Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria.
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Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research.
Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1
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The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a good literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. By combining effortless research with an easy citation process, Paperpal Research streamlines the literature review process and empowers you to write faster and with more confidence. Try Paperpal Research now and see for yourself.
A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.
Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.
Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic.
Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods.
Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers. Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved. Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic. Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings. Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject. It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.
The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review: Introduction: Provide an overview of the topic. Define the scope and purpose of the literature review. State the research question or objective. Body: Organize the literature by themes, concepts, or chronology. Critically analyze and evaluate each source. Discuss the strengths and weaknesses of the studies. Highlight any methodological limitations or biases. Identify patterns, connections, or contradictions in the existing research. Conclusion: Summarize the key points discussed in the literature review. Highlight the research gap. Address the research question or objective stated in the introduction. Highlight the contributions of the review and suggest directions for future research.
Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows:
Annotated Bibliography | Literature Review | |
Purpose | List of citations of books, articles, and other sources with a brief description (annotation) of each source. | Comprehensive and critical analysis of existing literature on a specific topic. |
Focus | Summary and evaluation of each source, including its relevance, methodology, and key findings. | Provides an overview of the current state of knowledge on a particular subject and identifies gaps, trends, and patterns in existing literature. |
Structure | Each citation is followed by a concise paragraph (annotation) that describes the source’s content, methodology, and its contribution to the topic. | The literature review is organized thematically or chronologically and involves a synthesis of the findings from different sources to build a narrative or argument. |
Length | Typically 100-200 words | Length of literature review ranges from a few pages to several chapters |
Independence | Each source is treated separately, with less emphasis on synthesizing the information across sources. | The writer synthesizes information from multiple sources to present a cohesive overview of the topic. |
References
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Scientific review articles are comprehensive, focused reviews of the scientific literature written by subject matter experts. The task of writing a scientific review article can seem overwhelming; however, it can be managed by using an organized approach and devoting sufficient time to the process. The process involves selecting a topic about which the authors are knowledgeable and enthusiastic, conducting a literature search and critical analysis of the literature, and writing the article, which is composed of an abstract, introduction, body, and conclusion, with accompanying tables and figures. This article, which focuses on the narrative or traditional literature review, is intended to serve as a guide with practical steps for new writers. Tips for success are also discussed, including selecting a focused topic, maintaining objectivity and balance while writing, avoiding tedious data presentation in a laundry list format, moving from descriptions of the literature to critical analysis, avoiding simplistic conclusions, and budgeting time for the overall process.
Keywords: manuscript; research; scientific review article; writing.
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Literature review.
Reviewing the Literature: Why do it?
Literature reviews vary; there are many ways to write a literature review based on discipline, material type, and other factors.
Background:
Where to get help (there are lots of websites, blogs , articles, and books on this topic) :
READ related material and pay attention to how others write their literature reviews:
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John k. iskander.
1 Centers for Disease Control and Prevention, Atlanta, Georgia
2 Association of Schools and Programs of Public Health, Washington, District of Columbia
Paul z. siegel.
Scientific writing and publication are essential to advancing knowledge and practice in public health, but prospective authors face substantial challenges. Authors can overcome barriers, such as lack of understanding about scientific writing and the publishing process, with training and resources. The objective of this article is to provide guidance and practical recommendations to help both inexperienced and experienced authors working in public health settings to more efficiently publish the results of their work in the peer-reviewed literature. We include an overview of basic scientific writing principles, a detailed description of the sections of an original research article, and practical recommendations for selecting a journal and responding to peer review comments. The overall approach and strategies presented are intended to contribute to individual career development while also increasing the external validity of published literature and promoting quality public health science.
Publishing in the peer-reviewed literature is essential to advancing science and its translation to practice in public health ( 1 , 2 ). The public health workforce is diverse and practices in a variety of settings ( 3 ). For some public health professionals, writing and publishing the results of their work is a requirement. Others, such as program managers, policy makers, or health educators, may see publishing as being outside the scope of their responsibilities ( 4 ).
Disseminating new knowledge via writing and publishing is vital both to authors and to the field of public health ( 5 ). On an individual level, publishing is associated with professional development and career advancement ( 6 ). Publications share new research, results, and methods in a trusted format and advance scientific knowledge and practice ( 1 , 7 ). As more public health professionals are empowered to publish, the science and practice of public health will advance ( 1 ).
Unfortunately, prospective authors face barriers to publishing their work, including navigating the process of scientific writing and publishing, which can be time-consuming and cumbersome. Often, public health professionals lack both training opportunities and understanding of the process ( 8 ). To address these barriers and encourage public health professionals to publish their findings, the senior author (P.Z.S.) and others developed Successful Scientific Writing (SSW), a course about scientific writing and publishing. Over the past 30 years, this course has been taught to thousands of public health professionals, as well as hundreds of students at multiple graduate schools of public health. An unpublished longitudinal survey of course participants indicated that two-thirds agreed that SSW had helped them to publish a scientific manuscript or have a conference abstract accepted. The course content has been translated into this manuscript. The objective of this article is to provide prospective authors with the tools needed to write original research articles of high quality that have a good chance of being published.
Prospective authors need to know and tailor their writing to the audience. When writing for scientific journals, 4 fundamental recommendations are: clearly stating the usefulness of the study, formulating a key message, limiting unnecessary words, and using strategic sentence structure.
To demonstrate usefulness, focus on how the study addresses a meaningful gap in current knowledge or understanding. What critical piece of information does the study provide that will help solve an important public health problem? For example, if a particular group of people is at higher risk for a specific condition, but the magnitude of that risk is unknown, a study to quantify the risk could be important for measuring the population’s burden of disease.
Scientific articles should have a clear and concise take-home message. Typically, this is expressed in 1 to 2 sentences that summarize the main point of the paper. This message can be used to focus the presentation of background information, results, and discussion of findings. As an early step in the drafting of an article, we recommend writing out the take-home message and sharing it with co-authors for their review and comment. Authors who know their key point are better able to keep their writing within the scope of the article and present information more succinctly. Once an initial draft of the manuscript is complete, the take-home message can be used to review the content and remove needless words, sentences, or paragraphs.
Concise writing improves the clarity of an article. Including additional words or clauses can divert from the main message and confuse the reader. Additionally, journal articles are typically limited by word count. The most important words and phrases to eliminate are those that do not add meaning, or are duplicative. Often, cutting adjectives or parenthetical statements results in a more concise paper that is also easier to read.
Sentence structure strongly influences the readability and comprehension of journal articles. Twenty to 25 words is a reasonable range for maximum sentence length. Limit the number of clauses per sentence, and place the most important or relevant clause at the end of the sentence ( 9 ). Consider the sentences:
The focus of the first sentence is on the impact of using the tips and tricks, that is, 2 more articles published per year. In contrast, the second sentence focuses on the tips and tricks themselves.
Authors should use the active voice whenever possible. Consider the following example:
The active voice specifies who is doing the action described in the sentence. Using the active voice improves clarity and understanding, and generally uses fewer words. Scientific writing includes both active and passive voice, but authors should be intentional with their use of either one.
Original research articles make up most of the peer-reviewed literature ( 10 ), follow a standardized format, and are the focus of this article. The 4 main sections are the introduction, methods, results, and discussion, sometimes referred to by the initialism, IMRAD. These 4 sections are referred to as the body of an article. Two additional components of all peer-reviewed articles are the title and the abstract. Each section’s purpose and key components, along with specific recommendations for writing each section, are listed below.
Title. The purpose of a title is twofold: to provide an accurate and informative summary and to attract the target audience. Both prospective readers and database search engines use the title to screen articles for relevance ( 2 ). All titles should clearly state the topic being studied. The topic includes the who, what, when, and where of the study. Along with the topic, select 1 or 2 of the following items to include within the title: methods, results, conclusions, or named data set or study. The items chosen should emphasize what is new and useful about the study. Some sources recommend limiting the title to less than 150 characters ( 2 ). Articles with shorter titles are more frequently cited than articles with longer titles ( 11 ). Several title options are possible for the same study ( Figure ).
Two examples of title options for a single study.
Abstract . The abstract serves 2 key functions. Journals may screen articles for potential publication by using the abstract alone ( 12 ), and readers may use the abstract to decide whether to read further. Therefore, it is critical to produce an accurate and clear abstract that highlights the major purpose of the study, basic procedures, main findings, and principal conclusions ( 12 ). Most abstracts have a word limit and can be either structured following IMRAD, or unstructured. The abstract needs to stand alone from the article and tell the most important parts of the scientific story up front.
Introduction . The purpose of the introduction is to explain how the study sought to create knowledge that is new and useful. The introduction section may often require only 3 paragraphs. First, describe the scope, nature, or magnitude of the problem being addressed. Next, clearly articulate why better understanding this problem is useful, including what is currently known and the limitations of relevant previous studies. Finally, explain what the present study adds to the knowledge base. Explicitly state whether data were collected in a unique way or obtained from a previously unstudied data set or population. Presenting both the usefulness and novelty of the approach taken will prepare the reader for the remaining sections of the article.
Methods . The methods section provides the information necessary to allow others, given the same data, to recreate the analysis. It describes exactly how data relevant to the study purpose were collected, organized, and analyzed. The methods section describes the process of conducting the study — from how the sample was selected to which statistical methods were used to analyze the data. Authors should clearly name, define, and describe each study variable. Some journals allow detailed methods to be included in an appendix or supplementary document. If the analysis involves a commonly used public health data set, such as the Behavioral Risk Factor Surveillance System ( 13 ), general aspects of the data set can be provided to readers by using references. Because what was done is typically more important than who did it, use of the passive voice is often appropriate when describing methods. For example, “The study was a group randomized, controlled trial. A coin was tossed to select an intervention group and a control group.”
Results . The results section describes the main outcomes of the study or analysis but does not interpret the findings or place them in the context of previous research. It is important that the results be logically organized. Suggested organization strategies include presenting results pertaining to the entire population first, and then subgroup analyses, or presenting results according to increasing complexity of analysis, starting with demographic results before proceeding to univariate and multivariate analyses. Authors wishing to draw special attention to novel or unexpected results can present them first.
One strategy for writing the results section is to start by first drafting the figures and tables. Figures, which typically show trends or relationships, and tables, which show specific data points, should each support a main outcome of the study. Identify the figures and tables that best describe the findings and relate to the study’s purpose, and then develop 1 to 2 sentences summarizing each one. Data not relevant to the study purpose may be excluded, summarized briefly in the text, or included in supplemental data sets. When finalizing figures, ensure that axes are labeled and that readers can understand figures without having to refer to accompanying text.
Discussion . In the discussion section, authors interpret the results of their study within the context of both the related literature and the specific scientific gap the study was intended to fill. The discussion does not introduce results that were not presented in the results section. One way authors can focus their discussion is to limit this section to 4 paragraphs: start by reinforcing the study’s take-home message(s), contextualize key results within the relevant literature, state the study limitations, and lastly, make recommendations for further research or policy and practice changes. Authors can support assertions made in the discussion with either their own findings or by referencing related research. By interpreting their own study results and comparing them to others in the literature, authors can emphasize findings that are unique, useful, and relevant. Present study limitations clearly and without apology. Finally, state the implications of the study and provide recommendations or next steps, for example, further research into remaining gaps or changes to practice or policy. Statements or recommendations regarding policy may use the passive voice, especially in instances where the action to be taken is more important than who will implement the action.
The process of writing a scientific article occurs before, during, and after conducting the study or analyses. Conducting a literature review is crucial to confirm the existence of the evidence gap that the planned analysis seeks to fill. Because literature searches are often part of applying for research funding or developing a study protocol, the citations used in the grant application or study proposal can also be used in subsequent manuscripts. Full-text databases such as PubMed Central ( 14 ), NIH RePORT ( 15 ), and CDC Stacks ( 16 ) can be useful when performing literature reviews. Authors should familiarize themselves with databases that are accessible through their institution and any assistance that may be available from reference librarians or interlibrary loan systems. Using citation management software is one way to establish and maintain a working reference list. Authors should clearly understand the distinction between primary and secondary references, and ensure that they are knowledgeable about the content of any primary or secondary reference that they cite.
Review of the literature may continue while organizing the material and writing begins. One way to organize material is to create an outline for the paper. Another way is to begin drafting small sections of the article such as the introduction. Starting a preliminary draft forces authors to establish the scope of their analysis and clearly articulate what is new and novel about the study. Furthermore, using information from the study protocol or proposal allows authors to draft the methods and part of the results sections while the study is in progress. Planning potential data comparisons or drafting “table shells” will help to ensure that the study team has collected all the necessary data. Drafting these preliminary sections early during the writing process and seeking feedback from co-authors and colleagues may help authors avoid potential pitfalls, including misunderstandings about study objectives.
The next step is to conduct the study or analyses and use the resulting data to fill in the draft table shells. The initial results will most likely require secondary analyses, that is, exploring the data in ways in addition to those originally planned. Authors should ensure that they regularly update their methods section to describe all changes to data analysis.
After completing table shells, authors should summarize the key finding of each table or figure in a sentence or two. Presenting preliminary results at meetings, conferences, and internal seminars is an established way to solicit feedback. Authors should pay close attention to questions asked by the audience, treating them as an informal opportunity for peer review. On the basis of the questions and feedback received, authors can incorporate revisions and improvements into subsequent drafts of the manuscript.
The relevant literature should be revisited periodically while writing to ensure knowledge of the most recent publications about the manuscript topic. Authors should focus on content and key message during the process of writing the first draft and should not spend too much time on issues of grammar or style. Drafts, or portions of drafts, should be shared frequently with trusted colleagues. Their recommendations should be reviewed and incorporated when they will improve the manuscript’s overall clarity.
For most authors, revising drafts of the manuscript will be the most time-consuming task involved in writing a paper. By regularly checking in with coauthors and colleagues, authors can adopt a systematic approach to rewriting. When the author has completed a draft of the manuscript, he or she should revisit the key take-home message to ensure that it still matches the final data and analysis. At this point, final comments and approval of the manuscript by coauthors can be sought.
Authors should then seek to identify journals most likely to be interested in considering the study for publication. Initial questions to consider when selecting a journal include:
Authors should seek to balance the desire to be published in a top-tier journal (eg, Journal of the American Medical Association, BMJ, or Lancet) against the statistical likelihood of rejection. Submitting the paper initially to a journal more focused on the paper’s target audience may result in a greater chance of acceptance, as well as more timely dissemination of findings that can be translated into practice. Most of the 50 to 75 manuscripts published each week by authors from the Centers for Disease Control and Prevention (CDC) are published in specialty and subspecialty journals, rather than in top-tier journals ( 17 ).
The target journal’s website will include author guidelines, which will contain specific information about format requirements (eg, font, line spacing, section order, reference style and limit, table and figure formatting), authorship criteria, article types, and word limits for articles and abstracts.
We recommend returning to the previously drafted abstract and ensuring that it complies with the journal’s format and word limit. Authors should also verify that any changes made to the methods or results sections during the article’s drafting are reflected in the final version of the abstract. The abstract should not be written hurriedly just before submitting the manuscript; it is often apparent to editors and reviewers when this has happened. A cover letter to accompany the submission should be drafted; new and useful findings and the key message should be included.
Before submitting the manuscript and cover letter, authors should perform a final check to ensure that their paper complies with all journal requirements. Journals may elect to reject certain submissions on the basis of review of the abstract, or may send them to peer reviewers (typically 2 or 3) for consultation. Occasionally, on the basis of peer reviews, the journal will request only minor changes before accepting the paper for publication. Much more frequently, authors will receive a request to revise and resubmit their manuscript, taking into account peer review comments. Authors should recognize that while revise-and-resubmit requests may state that the manuscript is not acceptable in its current form, this does not constitute a rejection of the article. Authors have several options in responding to peer review comments:
In addition to submitting a revised manuscript, authors should include a cover letter in which they list peer reviewer comments, along with the revisions they have made to the manuscript and their reply to the comment. The tone of such letters should be thankful and polite, but authors should make clear areas of disagreement with peer reviewers, and explain why they disagree. During the peer review process, authors should continue to consult with colleagues, especially ones who have more experience with the specific journal or with the peer review process.
There is no secret to successful scientific writing and publishing. By adopting a systematic approach and by regularly seeking feedback from trusted colleagues throughout the study, writing, and article submission process, authors can increase their likelihood of not only publishing original research articles of high quality but also becoming more scientifically productive overall.
The authors acknowledge PCD ’s former Associate Editor, Richard A. Goodman, MD, MPH, who, while serving as Editor in Chief of CDC’s Morbidity and Mortality Weekly Report Series, initiated a curriculum on scientific writing for training CDC’s Epidemic Intelligence Service Officers and other CDC public health professionals, and with whom the senior author of this article (P.Z.S.) collaborated in expanding training methods and contents, some of which are contained in this article. The authors acknowledge Juan Carlos Zevallos, MD, for his thoughtful critique and careful editing of previous Successful Scientific Writing materials. We also thank Shira Eisenberg for editorial assistance with the manuscript. This publication was supported by the Cooperative Agreement no. 1U360E000002 from CDC and the Association of Schools and Programs of Public Health. The findings and conclusions of this article do not necessarily represent the official views of CDC or the Association of Schools and Programs of Public Health. Names of journals and citation databases are provided for identification purposes only and do not constitute any endorsement by CDC.
The opinions expressed by authors contributing to this journal do not necessarily reflect the opinions of the U.S. Department of Health and Human Services, the Public Health Service, the Centers for Disease Control and Prevention, or the authors' affiliated institutions.
Suggested citation for this article: Iskander JK, Wolicki SB, Leeb RT, Siegel PZ. Successful Scientific Writing and Publishing: A Step-by-Step Approach. Prev Chronic Dis 2018;15:180085. DOI: https://doi.org/10.5888/pcd15.180085 .
Nowadays, there is a huge demand for scientific literature reviews as they are especially appreciated by scholars or researchers when designing their research proposals. While finding information is less of a problem to them, discerning which paper or publication has enough quality has become one of the biggest issues. Literature reviews narrow the current knowledge on a certain field and examine the latest publications’ strengths and weaknesses. This way, they are priceless tools not only for those who are starting their research, but also for all those interested in recent publications. To be useful, literature reviews must be written in a professional way with a clear structure. The amount of work needed to write a scientific literature review must be considered before starting one since the tasks required can overwhelm many if the working method is not the best.
Writing a scientific review implies both researching for relevant academic content and writing , however, writing without having a clear objective is a common mistake. Sometimes, studying the situation and defining the work’s system is so important and takes equally as much time as that required in writing the final result. Therefore, we suggest that you divide your path into three steps.
Think about your target and narrow down your topic. If you don’t choose a well-defined topic, you can find yourself dealing with a wide subject and plenty of publications about it. Remember that researchers usually deal with really specific fields of study.
It is time to be a critic and locate only pertinent publications. While researching for content consider publications that were written 3 years ago at the most. Write notes and summarize the content of each paper as that will help you in the next step.
Check some literature review examples to decide how to start writing a good literature review . When your goals and structure are defined, begin writing without forgetting your target at any moment.
Related: Conducting a literature survey? Wish to learn more about scientific misconduct? Check out this resourceful infographic.
Here you have a to-do list to help you write your review :
Scholars and researchers are usually the best candidates to write scientific literature reviews, not only because they are experts in a certain field, but also because they know the exigencies and needs that researchers have while writing research proposals or looking for information among thousands of academic papers. Therefore, considering your experience as a researcher can help you understand how to write a scientific literature review.
Have you faced challenges while drafting your first literature review? How do you think can these tips help you in acing your next literature review? Let us know in the comments section below! You can also visit our Q&A forum for frequently asked questions related to copyrights answered by our team that comprises eminent researchers and publication experts.
Thank you for your information. It adds knowledge on critical review being a first time to do it, it helps a lot.
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Affiliations Centre for Functional and Evolutionary Ecology (CEFE), CNRS, Montpellier, France, Centre for Biodiversity Synthesis and Analysis (CESAB), FRB, Aix-en-Provence, France
Published: July 18, 2013
Citation: Pautasso M (2013) Ten Simple Rules for Writing a Literature Review. PLoS Comput Biol 9(7): e1003149. https://doi.org/10.1371/journal.pcbi.1003149
Editor: Philip E. Bourne, University of California San Diego, United States of America
Copyright: © 2013 Marco Pautasso. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Funding: This work was funded by the French Foundation for Research on Biodiversity (FRB) through its Centre for Synthesis and Analysis of Biodiversity data (CESAB), as part of the NETSEED research project. The funders had no role in the preparation of the manuscript.
Competing interests: The author has declared that no competing interests exist.
Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications [1] . For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively [2] . Given such mountains of papers, scientists cannot be expected to examine in detail every single new paper relevant to their interests [3] . Thus, it is both advantageous and necessary to rely on regular summaries of the recent literature. Although recognition for scientists mainly comes from primary research, timely literature reviews can lead to new synthetic insights and are often widely read [4] . For such summaries to be useful, however, they need to be compiled in a professional way [5] .
When starting from scratch, reviewing the literature can require a titanic amount of work. That is why researchers who have spent their career working on a certain research issue are in a perfect position to review that literature. Some graduate schools are now offering courses in reviewing the literature, given that most research students start their project by producing an overview of what has already been done on their research issue [6] . However, it is likely that most scientists have not thought in detail about how to approach and carry out a literature review.
Reviewing the literature requires the ability to juggle multiple tasks, from finding and evaluating relevant material to synthesising information from various sources, from critical thinking to paraphrasing, evaluating, and citation skills [7] . In this contribution, I share ten simple rules I learned working on about 25 literature reviews as a PhD and postdoctoral student. Ideas and insights also come from discussions with coauthors and colleagues, as well as feedback from reviewers and editors.
How to choose which topic to review? There are so many issues in contemporary science that you could spend a lifetime of attending conferences and reading the literature just pondering what to review. On the one hand, if you take several years to choose, several other people may have had the same idea in the meantime. On the other hand, only a well-considered topic is likely to lead to a brilliant literature review [8] . The topic must at least be:
Ideas for potential reviews may come from papers providing lists of key research questions to be answered [9] , but also from serendipitous moments during desultory reading and discussions. In addition to choosing your topic, you should also select a target audience. In many cases, the topic (e.g., web services in computational biology) will automatically define an audience (e.g., computational biologists), but that same topic may also be of interest to neighbouring fields (e.g., computer science, biology, etc.).
After having chosen your topic and audience, start by checking the literature and downloading relevant papers. Five pieces of advice here:
The chances are high that someone will already have published a literature review ( Figure 1 ), if not exactly on the issue you are planning to tackle, at least on a related topic. If there are already a few or several reviews of the literature on your issue, my advice is not to give up, but to carry on with your own literature review,
The bottom-right situation (many literature reviews but few research papers) is not just a theoretical situation; it applies, for example, to the study of the impacts of climate change on plant diseases, where there appear to be more literature reviews than research studies [33] .
https://doi.org/10.1371/journal.pcbi.1003149.g001
When searching the literature for pertinent papers and reviews, the usual rules apply:
If you read the papers first, and only afterwards start writing the review, you will need a very good memory to remember who wrote what, and what your impressions and associations were while reading each single paper. My advice is, while reading, to start writing down interesting pieces of information, insights about how to organize the review, and thoughts on what to write. This way, by the time you have read the literature you selected, you will already have a rough draft of the review.
Of course, this draft will still need much rewriting, restructuring, and rethinking to obtain a text with a coherent argument [11] , but you will have avoided the danger posed by staring at a blank document. Be careful when taking notes to use quotation marks if you are provisionally copying verbatim from the literature. It is advisable then to reformulate such quotes with your own words in the final draft. It is important to be careful in noting the references already at this stage, so as to avoid misattributions. Using referencing software from the very beginning of your endeavour will save you time.
After having taken notes while reading the literature, you will have a rough idea of the amount of material available for the review. This is probably a good time to decide whether to go for a mini- or a full review. Some journals are now favouring the publication of rather short reviews focusing on the last few years, with a limit on the number of words and citations. A mini-review is not necessarily a minor review: it may well attract more attention from busy readers, although it will inevitably simplify some issues and leave out some relevant material due to space limitations. A full review will have the advantage of more freedom to cover in detail the complexities of a particular scientific development, but may then be left in the pile of the very important papers “to be read” by readers with little time to spare for major monographs.
There is probably a continuum between mini- and full reviews. The same point applies to the dichotomy of descriptive vs. integrative reviews. While descriptive reviews focus on the methodology, findings, and interpretation of each reviewed study, integrative reviews attempt to find common ideas and concepts from the reviewed material [12] . A similar distinction exists between narrative and systematic reviews: while narrative reviews are qualitative, systematic reviews attempt to test a hypothesis based on the published evidence, which is gathered using a predefined protocol to reduce bias [13] , [14] . When systematic reviews analyse quantitative results in a quantitative way, they become meta-analyses. The choice between different review types will have to be made on a case-by-case basis, depending not just on the nature of the material found and the preferences of the target journal(s), but also on the time available to write the review and the number of coauthors [15] .
Whether your plan is to write a mini- or a full review, it is good advice to keep it focused 16 , 17 . Including material just for the sake of it can easily lead to reviews that are trying to do too many things at once. The need to keep a review focused can be problematic for interdisciplinary reviews, where the aim is to bridge the gap between fields [18] . If you are writing a review on, for example, how epidemiological approaches are used in modelling the spread of ideas, you may be inclined to include material from both parent fields, epidemiology and the study of cultural diffusion. This may be necessary to some extent, but in this case a focused review would only deal in detail with those studies at the interface between epidemiology and the spread of ideas.
While focus is an important feature of a successful review, this requirement has to be balanced with the need to make the review relevant to a broad audience. This square may be circled by discussing the wider implications of the reviewed topic for other disciplines.
Reviewing the literature is not stamp collecting. A good review does not just summarize the literature, but discusses it critically, identifies methodological problems, and points out research gaps [19] . After having read a review of the literature, a reader should have a rough idea of:
It is challenging to achieve a successful review on all these fronts. A solution can be to involve a set of complementary coauthors: some people are excellent at mapping what has been achieved, some others are very good at identifying dark clouds on the horizon, and some have instead a knack at predicting where solutions are going to come from. If your journal club has exactly this sort of team, then you should definitely write a review of the literature! In addition to critical thinking, a literature review needs consistency, for example in the choice of passive vs. active voice and present vs. past tense.
Like a well-baked cake, a good review has a number of telling features: it is worth the reader's time, timely, systematic, well written, focused, and critical. It also needs a good structure. With reviews, the usual subdivision of research papers into introduction, methods, results, and discussion does not work or is rarely used. However, a general introduction of the context and, toward the end, a recapitulation of the main points covered and take-home messages make sense also in the case of reviews. For systematic reviews, there is a trend towards including information about how the literature was searched (database, keywords, time limits) [20] .
How can you organize the flow of the main body of the review so that the reader will be drawn into and guided through it? It is generally helpful to draw a conceptual scheme of the review, e.g., with mind-mapping techniques. Such diagrams can help recognize a logical way to order and link the various sections of a review [21] . This is the case not just at the writing stage, but also for readers if the diagram is included in the review as a figure. A careful selection of diagrams and figures relevant to the reviewed topic can be very helpful to structure the text too [22] .
Reviews of the literature are normally peer-reviewed in the same way as research papers, and rightly so [23] . As a rule, incorporating feedback from reviewers greatly helps improve a review draft. Having read the review with a fresh mind, reviewers may spot inaccuracies, inconsistencies, and ambiguities that had not been noticed by the writers due to rereading the typescript too many times. It is however advisable to reread the draft one more time before submission, as a last-minute correction of typos, leaps, and muddled sentences may enable the reviewers to focus on providing advice on the content rather than the form.
Feedback is vital to writing a good review, and should be sought from a variety of colleagues, so as to obtain a diversity of views on the draft. This may lead in some cases to conflicting views on the merits of the paper, and on how to improve it, but such a situation is better than the absence of feedback. A diversity of feedback perspectives on a literature review can help identify where the consensus view stands in the landscape of the current scientific understanding of an issue [24] .
In many cases, reviewers of the literature will have published studies relevant to the review they are writing. This could create a conflict of interest: how can reviewers report objectively on their own work [25] ? Some scientists may be overly enthusiastic about what they have published, and thus risk giving too much importance to their own findings in the review. However, bias could also occur in the other direction: some scientists may be unduly dismissive of their own achievements, so that they will tend to downplay their contribution (if any) to a field when reviewing it.
In general, a review of the literature should neither be a public relations brochure nor an exercise in competitive self-denial. If a reviewer is up to the job of producing a well-organized and methodical review, which flows well and provides a service to the readership, then it should be possible to be objective in reviewing one's own relevant findings. In reviews written by multiple authors, this may be achieved by assigning the review of the results of a coauthor to different coauthors.
Given the progressive acceleration in the publication of scientific papers, today's reviews of the literature need awareness not just of the overall direction and achievements of a field of inquiry, but also of the latest studies, so as not to become out-of-date before they have been published. Ideally, a literature review should not identify as a major research gap an issue that has just been addressed in a series of papers in press (the same applies, of course, to older, overlooked studies (“sleeping beauties” [26] )). This implies that literature reviewers would do well to keep an eye on electronic lists of papers in press, given that it can take months before these appear in scientific databases. Some reviews declare that they have scanned the literature up to a certain point in time, but given that peer review can be a rather lengthy process, a full search for newly appeared literature at the revision stage may be worthwhile. Assessing the contribution of papers that have just appeared is particularly challenging, because there is little perspective with which to gauge their significance and impact on further research and society.
Inevitably, new papers on the reviewed topic (including independently written literature reviews) will appear from all quarters after the review has been published, so that there may soon be the need for an updated review. But this is the nature of science [27] – [32] . I wish everybody good luck with writing a review of the literature.
Many thanks to M. Barbosa, K. Dehnen-Schmutz, T. Döring, D. Fontaneto, M. Garbelotto, O. Holdenrieder, M. Jeger, D. Lonsdale, A. MacLeod, P. Mills, M. Moslonka-Lefebvre, G. Stancanelli, P. Weisberg, and X. Xu for insights and discussions, and to P. Bourne, T. Matoni, and D. Smith for helpful comments on a previous draft.
Before you start anything, you need to isolate your singular goal for reading papers in the first place. Otherwise, you’ll be passively reading every paper that comes up rather than hunting for specific details. Don’t be a forager, consuming anything edible that crosses your path. Be a hunter: have a specific target that keeps you selective, efficient, and guides every step you take.
Most of these tips are designed to help you focus on extracting value efficiently so you won’t give up after two papers! So, what is your goal here? Is it:
I’ll be honest here: The first dozen papers of a new subject will be a grind. But it gets easier, I promise! When you find yourself blasting through the “template” introduction and recognizing citations you’ve already read, you know you’re close to being an expert. At this point, if you’re struggling to understand a new paper in the field, it’s likely the authors’ fault, not yours.
Keep in mind that academics aren’t exactly known for concise writing. Practice skimming paragraphs for high-value verbs, numerical values and claims. Skip over wordy low-value prose like “We thus appear to have potentially demonstrated a novel and eco-friendly synthesis method for…” It’s easy to fall back to a casual fiction-reading mentality. Try to stay in a high-energy search mode and you’ll be effectively done in half the time.
Later on I’ll reference our journal article notes template , which I used to synthesize notes for my literature review. Go ahead now and open it in Google Drive where you can download and edit it for free. We just ask that you drop your email so that we can stay in touch on new helpful resources and awesome new tools for scientists.
Below are my tips for how to read scientific papers most effectively. I used this methodology to write a critical literature review in a brand new field in about 4 months, citing over 150 papers. My first-author paper now has nearly 1000 citations in only six years since publication, making it my advisor’s most highly-cited paper in his 30-year career! You can do this. Just keep reading:
The abstract is your most condensed look at the paper. Read it quickly and highlight any claims or phrases that you want more details on. I like to copy the entire abstract text or screenshot into the journal article notes template for later reference. It also helps to copy the keyword text into the template or your citation manager tags so you can search for them later. Things to read for:
Reading the conclusion gives you an instant look at the quality of the paper. Do the authors seem to make claims bigger than appropriate for the scope of the paper? Do they use hyperbole to inflate the importance of the work? Are the results not clearly stated? These could be red flags identifying a poor quality paper.
Highlight and copy a few of the most important phrases or sentences out of the conclusion into the journal article template in the first bulleted section or into the notes section of your reference manager. Look for:
If you’re still interested after the first two steps, start digging into the results and discussion for more details. Before making the deep dive, write down the specific questions you need to answer in your notes section. Search the paper for those answers, writing down new questions as they come to mind.
One favorite strategy here is to look at each figure, read the caption and then dig through the text for supporting information (use Ctrl+F for “Fig. 3”, for example). The figures should tell the story as well as (and more quickly than) the text.
Copy and paste specific claims you may want to quote or paraphrase later. Isolate what the authors think they did from your own commentary and summarize it in your own words.
The Methods section is usually the most tedious and tiring to read. That’s why we don’t do it first. Only go through it when necessary or you’ll never get to the 100 other papers you just downloaded.
Go back through the Methods when:
Make sure to note anything unique, odd, or unexpected in their methods. Maybe it will lead to a breakthrough in your own work or help explain a surprise result!
Re-read your notes so far to check for any missed questions. Go back and extract sentences or paragraphs of the paper that you want to challenge so you can quickly find them verbatim. Write your own thoughts and questions around those topics so you can copy them into your literature review later. Ideas for notes:
This is the most important step but many don’t do this. Figures are the anchors of every good journal article and the authors who spend the most time making excellent figures also will get cited the most often in review papers. This leads to even more citations from experimental articles. My secret for getting the most citations of my review paper was to spend more time than typical finding or creating the best possible figures for explaining the content. You can do this too, it just takes time!
The best reference manager Zotero doesn’t have an “add image” button in the “Notes” section but you can actually screenshot the image with the Snipping Tool then Ctrl+v paste it into the notes section! Now when you come back to the paper you’ll get an instant look at the most significant figures. If you know you want to use one of these figures in your review, add a tag to the paper like “Figure Rev. Paper 1”.
Now that you have a good understanding of the paper, it’s time to start tidying things up and thinking of where to go next. Skim the introduction for helpful references or check the first 5-10 listed in the References section to find mostly review papers you can use for new leads. Go and download these into an “Unread review papers” folder in your citation manager for when you get stuck later.
Then, go to the journal/library website and check for new papers that have cited this paper. This will help you follow the trail of a specific research topic to see how it’s developing. Download the interesting ones and put them in an “unread” folder for this very specific research topic. In Zotero, you can even tag the paper as “related” to the current paper for quick access later.
If there’s a chance you’ll cite this paper later, make sure to clean up the metadata so your word processor citation plugin creates a clean reference section. Author initials may be backward, special characters in the title may be corrupted, the year or issue of the journal could be missing or the “type” of citation could be wrong (listed as a book instead of journal article) which would change the format.
Fully tag the paper using whatever system you’ve come up with. Keywords, chemicals, characterization methods or annotation tags like “Best” can all be useful. One other trick I used was to come up with an acronym for the paper I was about to write - “NMOBH” for example - and use that as a tag in any paper that I planned to cite later.
Being methodical in your post-read organization will save you many hours and endless frustration later on. Follow these tips on how to organize your research papers and you’ll be a pro in no time. You’re almost done, but don’t skip this part!
This methodology makes it a little easier to get through a paper quickly once you get some practice at it. But what about 10 papers? 100?! You can’t do all of your reading in a week. I set a habit for myself over the summer to read two papers a day for 2 months. If I missed a day, I made it up the next day. This keeps you fresh for each paper and less likely to miss important points because you’re falling asleep!
Get comfortable. I preferred to kick back on a couch or outside in a chair using my laptop in tablet mode so I had a long vertical screen and a stylus to highlight or circle things. Reading 2-column scientific articles on a 13 inch 16:9 laptop screen at a desk for hours on end is a special kind of torture that I just couldn’t endure. Change scenery often, try different beverages, take breaks, and move around!
Here are some bonus tips for breaking the monotony between papers:
So you’re downloading 15 new papers for every 1 paper you read? This could get out of control quickly! How do you keep up? Here are some tips for prioritization:
Google Scholar is an excellent tool for tracking citation trees and metrics that show the “importance” of each paper. Library portals or the journal websites can also be good for this.
Lastly, remember that this blog is sponsored by BioBox Analytics ! BioBox is a data analytics platform designed for scientists and clinicians working with next-generation-sequencing data. Design and run bioinformatic pipelines on demand, generate publication-ready plots, and discover insights using popular public databases. Get on the waitlist and be the first to access a free account at biobox.io !
The Abstract and Conclusion sections of a research paper give you a quick sense if you should continue spending time on the paper. Assess the quality of the research and whether the results are significant to your goals. If so, move to the most important Figures and find additional details in the Results and Discussion when necessary.
Skim the Abstract and highlight anything of interest. Skip to the Conclusions and do the same. Write questions that pop up. Examine each Figure and find the in-line reference text for further details if needed for understanding. Then search the Results and Discussion for answers to your pre-written questions.
I used Mendeley through grad school but recently Zotero seems to be more popular. Both are free and have all the features you need! EndNote is excellent but expensive, and if you lose your institutional license you’ll have a hard time transferring to one of the free offerings. Zotero is your best bet for long-term organizational success!
11 min read
Derek Miller
Science Gifts Biology Gifts Microbiology Gifts Neuroscience Gifts Geology Gifts Ecology Gifts
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Writing a scientific paper.
Guides from other schools, citation styles & writing guides, "literature cited checklist" from: how to write a good scientific paper. chris a. mack. spie. 2018..
This is the last section of the paper. Here you should provide an alphabetical listing of all the published work you cited in the text of the paper. This does not mean every article you found in your research; only include the works you actually cited in the text of your paper. A standard format is used both to cite literature in the text and to list these studies in the Literature Cited section. Hypothetical examples of the format used in the journal Ecology are below: Djorjevic, M., D.W. Gabriel and B.G. Rolfe. 1987. Rhizobium: Refined parasite of legumes. Annual Review of Phytopathology 25: 145-168. Jones, I. J. and B. J. Green. 1963. Inhibitory agents in walnut trees. Plant Physiology 70:101-152. MacArthur, R.H. and E.O. Wilson. 1967. The Theory of Island Biogeography. Princeton University Press, Princeton, N.J. Smith, E. A. 1949. Allelopathy in walnuts. American Journal of Botany 35:1066-1071. Here is a dissection of the first entry, in the format for Ecology : Firstauthor, M., D.W. Secondauthor and B.G. Thirdauthor. Year. Article title with only the first letter capitalized. Journal Article Title with Important Words in Caps volume#(issue# if there is one): firstpage-lastpage. Notice some of the following details: - the list is alphabetized; - no first or middle names are listed (the author's first and middle initials are used instead); - only the first word in the title of the journal article (except for proper nouns) is capitalized; - different journals use different styles for Literature Cited sections. You should pay careful attention to details of formatting when you write your own Literature Cited section. For papers published in journals you must provide the date, title, journal name, volume number, and page numbers. For books you need the publication date, title, publisher, and place of publication.
biased citations (references added or omitted for reasons other than meeting the above goals of citations); excessive self-cites (citations to one’s own work).
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Lessons from neurobiology
Brain scans are showing us in new detail exactly what entices readers. Scientists can see a group of midbrain neurons—the “reward circuit”—light up as people respond to everything from a simple metaphor to an unexpected story twist. The big takeaway? Whether you’re crafting an email to a colleague or an important report for the board, you can write in a way that delights readers on a primal level, releasing pleasure chemicals in their brains.
Bill Birchard is an author and writing coach who’s worked with many successful businesspeople. He’s drawn on that experience and his review of the scientific literature to identify eight features of satisfying writing: simplicity, specificity, surprise, stirring language, seductiveness, smart ideas, social content, and storytelling. In this article, he shares tips for using those eight S’s to captivate readers and help your message stick.
Strong writing skills are essential for anyone in business. You need them to effectively communicate with colleagues, employees, and bosses and to sell any ideas, products, or services you’re offering.
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Water management and hydrological characteristics of paddy-rice fields under alternate wetting and drying irrigation practice as climate smart practice: a review.
Bwire, D.; Saito, H.; Sidle, R.C.; Nishiwaki, J. Water Management and Hydrological Characteristics of Paddy-Rice Fields under Alternate Wetting and Drying Irrigation Practice as Climate Smart Practice: A Review. Agronomy 2024 , 14 , 1421. https://doi.org/10.3390/agronomy14071421
Bwire D, Saito H, Sidle RC, Nishiwaki J. Water Management and Hydrological Characteristics of Paddy-Rice Fields under Alternate Wetting and Drying Irrigation Practice as Climate Smart Practice: A Review. Agronomy . 2024; 14(7):1421. https://doi.org/10.3390/agronomy14071421
Bwire, Denis, Hirotaka Saito, Roy C. Sidle, and Junko Nishiwaki. 2024. "Water Management and Hydrological Characteristics of Paddy-Rice Fields under Alternate Wetting and Drying Irrigation Practice as Climate Smart Practice: A Review" Agronomy 14, no. 7: 1421. https://doi.org/10.3390/agronomy14071421
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Undergraduate courses.
Composition courses that offer many sections (ENGL 101, 201, 277 and 379) are not listed on this schedule unless they are tailored to specific thematic content or particularly appropriate for specific programs and majors.
Dr. sharon smith.
In this online section of English 201, students will use research and writing to learn more about problems that are important to them and articulate ways to address those problems. The course will focus specifically on issues related to the body, the mind, and the relationship between them. The topics we will discuss during the course will include the correlation between social media and body image; the psychological effects of self-objectification; and the unique mental and physical challenges faced by college students today, including food insecurity and stress.
S06: MWF at 10–10:50 a.m. in Yeager Hall Addition 231
S11: MWF at 12–12:50 p.m. in Crothers Engineering Hall 217
English 201 will help students develop skills to write effectively for other university courses, careers, and themselves. This course will provide opportunities to further develop research skills, to write vividly, and to share their own stories and ideas. Specifically, in this class, students will (1) focus on the relationships between world environments, land, animals and humankind; (2) read various essays by environmental, conservational, and regional authors; and (3) produce student writings. Students will improve their writing skills by reading essays and applying techniques they witness in others’ work and those learned in class. This class is also a course in logical and creative thought. Students will write about humankind’s place in the world and our influence on the land and animals, places that hold special meaning to them or have influenced their lives, and stories of their own families and their places and passions in the world. Students will practice writing in an informed and persuasive manner, in language that engages and enlivens readers by using vivid verbs and avoiding unnecessary passives, nominalizations, and expletive constructions.
Students will prepare writing assignments based on readings and discussions of essays included in Literature and the Environment and other sources. They will use The St. Martin’s Handbook to review grammar, punctuation, mechanics, and usage as needed.
Required Text: Literature and the Environment: A Reader On Nature and Culture. 2nd ed., edited by Lorraine Anderson, Scott Slovic, and John P. O’Grady.
TuTh 12:30-1:45 p.m.
The South Dakota State University 2023-2024 Undergraduate Catalog describes LING 203 as consisting of “[i]nstruction in the theory and practice of traditional grammar including the study of parts of speech, parsing, and practical problems in usage.”
“Grammar” is a mercurial term, though. Typically, we think of it to mean “correct” sentence structure, and, indeed, that is one of its meanings. But Merriam-Webster reminds us “grammar” also refers to “the principles or rules of an art, science, or technique,” taking it beyond the confines of syntactic structures. Grammar also evolves in practice through application (and social, historical, economic changes, among others). Furthermore, grammar evolves as a concept as scholars and educators in the various fields of English studies debate the definition and nature of grammar, including how well its explicit instruction improves students’ writing. In this course, we will use the differing sensibilities, definitions, and fluctuations regarding grammar to guide our work. We will examine the parts of speech, address syntactic structures and functions, and parse and diagram sentences. We will also explore definitions of and debates about grammar. All of this will occur in units about the rules and structures of grammar; the application of grammar rhetorically and stylistically; and the debates surrounding various aspects of grammar, including, but not limited to, its instruction.
Jodi andrews.
Readings in fiction, drama and poetry to acquaint students with literature and aesthetic form. Prerequisites: ENGL 101. Notes: Course meets SGR #4 or IGR #3.
TuTh 9:30-10:45 a.m.
This course serves as a chronological survey of the second half of British literature. Students will read a variety of texts from the Romantic period, the Victorian period, and the twentieth and twenty-first centuries, placing these texts within their historical and literary contexts and identifying the major characteristics of the literary periods and movements that produced them.
Randi l. anderson.
A survey of the history of literature written for children and adolescents, and a consideration of the various types of juvenile literature.
In English 240 students will develop the skills to interpret and evaluate various genres of literature for juvenile readers. This particular section will focus on various works of literature at approximately the 5th-12th grade level.
Readings for this course include works such as Night, Brown Girl Dreaming, All American Boys, Esperanza Rising, Anne Frank’s Diary: A Graphic Adaptation, Animal Farm, Fahrenheit 451, The Giver, The Hobbit, Little Women, and Lord of the Flies . These readings will be paired with chapters from Reading Children’s Literature: A Critical Introduction to help develop understanding of various genres, themes, and concepts that are both related to juvenile literature, and also present in our readings.
In addition to exploring various genres of writing (poetry, non-fiction, fantasy, historical, non-fiction, graphic novels, etc.) this course will also allow students to engage in a discussion of larger themes present in these works such as censorship, race, rebellion and dissent, power and oppression, gender, knowledge, and the power of language and the written word. Students’ understanding of these works and concepts will be developed through readings, discussion posts, quizzes and exams.
April myrick.
A survey of the history of literature written for children and adolescents, and a consideration of the various genres of juvenile literature. Text selection will focus on the themes of imagination and breaking boundaries.
TuTh 11 a.m.-12:15 p.m.
This course surveys a range of U.S. literatures from about 1865 to the present, writings that treat the end of slavery and the development of a segregated America, increasingly urbanized and industrialized U.S. landscapes, waves of immigration, and the fulfilled promise of “America” as imperial nation. The class will explore the diversity of identities represented during that time, and the problems/potentials writers imagined in response to the century’s changes—especially literature’s critical power in a time of nation-building. Required texts for the course are The Norton Anthology of American Literature: 1865 to the Present and Toni Morrison’s A Mercy.
As an introduction to Women, Gender and Sexuality studies, this course considers the experiences of women and provides an overview of the history of feminist thought and activism, particularly within the United States. Students will also consider the concepts of gender and sexuality more broadly to encompass a diversity of gender identifications and sexualities and will explore the degree to which mainstream feminism has—and has not—accommodated this diversity. The course will focus in particular on the ways in which gender and sexuality intersect with race, class, ethnicity, and disability. Topics and concepts covered will include: movements for women’s and LGBTQ+ rights; gender, sexuality and the body; intersectionality; rape culture; domestic and gender violence; reproductive rights; Missing and Murdered Indigenous Women (MMIW); and more.
MWF 1-1:50 p.m.
Students will explore the various forms of creative writing (fiction, nonfiction and poetry) not one at a time in a survey format—as if there were decisive walls of separation between then—but as intensely related genres that share much of their creative DNA. Through close reading and work on personal texts, students will address the decisions that writers in any genre must face on voice, rhetorical position, relationship to audience, etc. Students will produce and revise portfolios of original creative work developed from prompts and research. This course fulfills the same SGR #2 requirements ENGL 201; note that the course will involve creative research projects. Successful completion of ENGL 101 (including by test or dual credit) is a prerequisite.
This course introduces students to selected traditions of literary and cultural theory and to some of the key issues that animate discussion among literary scholars today. These include questions about the production of cultural value, about ideology and hegemony, about the patriarchal and colonial bases of Western culture, and about the status of the cultural object, of the cultural critic, and of cultural theory itself.
To address these and other questions, we will survey the history of literary theory and criticism (a history spanning 2500 years) by focusing upon a number of key periods and -isms: Greek and Roman Classicism, The Middle Ages and Renaissance, The Enlightenment, Romanticism, Realism, Formalism, Historicism, Political Criticism (Marxism, Post-Colonialism, Feminism, et al.), and Psychological Criticism. We also will “test” various theories we discuss by examining how well they account for and help us to understand various works of poetry and fiction.
TuTh 8-9:15 a.m.
This course will focus on William Shakespeare’s poetic and dramatic works and on the cultural and social contexts in which he wrote them. In this way, we will gain a greater appreciation of the fact that literature does not exist in a vacuum, for it both reflects and influences contemporary and subsequent cultures. Text: The Riverside Shakespeare: Complete Works. Ed. Evans, G. Blakemore and J. J. M. Tobin. Boston: Houghton Mifflin, 1997.
MWF 11-11:50 a.m.
This course explores one of the most significant literary genres of the past century in fiction and in film. We will focus in particular on the relationship between science fiction works and technological and social developments, with considerable attention paid to the role of artificial intelligence in the human imagination. Why does science fiction seem to predict the future? What do readers and writers of the genre hope to find in it? Through readings and viewings of original work, as well as selected criticism in the field, we will address these and other questions. Our reading and viewing selections will include such artists as Ursula K. LeGuin, Octavia Butler, Stanley Kubrick and Phillip K. Dick. Students will also have ample opportunity to introduce the rest of the class to their own favorite science fiction works.
MWF 2-2:50 p.m.
Creative Writing I encourages students to strengthen poetry, creative nonfiction, and/or fiction writing skills through sustained focus on creative projects throughout the course (for example, collections of shorter works focused on a particular form/style/theme, longer prose pieces, hybrid works, etc.). Students will engage in small- and large-group writing workshops as well as individual conferences with the instructor throughout the course to develop a portfolio of creative work. The class allows students to explore multiple genres through the processes of writing and revising their own creative texts and through writing workshop, emphasizing the application of craft concepts across genre, but also allows students to choose one genre of emphasis, which they will explore through analysis of self-select texts, which they will use to deepen their understanding of the genre and to contextualize their own creative work.
Mondays 3-5:50 p.m.
In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.
MW 8:30-9:45 a.m.
Since their beginnings in the 1920s and 30s, writing centers have come to serve numerous functions: as hubs for writing across the curriculum initiatives, sites to develop and deliver workshops, and resource centers for faculty as well as students, among other functions. But the primary function of writing centers has necessarily and rightfully remained the tutoring of student writers. This course will immerse you in that function in two parts. During the first four weeks, you will explore writing center praxis—that is, the dialogic interplay of theory and practice related to writing center work. This part of the course will orient you to writing center history, key theoretical tenets and practical aspects of writing center tutoring. Once we have developed and practiced this foundation, you will begin work in the writing center as a tutor, responsible for assisting a wide variety of student clients with numerous writing tasks. Through this work, you will learn to actively engage with student clients in the revision of a text, respond to different student needs and abilities, work with a variety of writing tasks and rhetorical situations and develop a richer sense of writing as a complex and negotiated social process.
Tuesdays 3-5:50 p.m.
In 1975, the United States officially included its involvement in the Vietnam War, thus marking 2025 as the 50th anniversary of the conclusion (in name only) of one of the most chaotic, confusing, and complex periods in American history. In this course, we will consider how literature and film attempt to chronicle the Vietnam War and, perhaps more important, its aftermath. I have designed this course for those looking to extend their understanding of literature and film to include the ideas of art, experience, commercial products, and cultural documents. Learning how to interpret literature and movies remains the highest priority of the course, including, for movies, the study of such things as genre, mise-en-scene (camera movement, lighting, etc.), editing, sound and so forth.
We will read Dispatches , A Rumor of War , The Things They Carried , A Piece of My Heart , and Bloods , among others. Some of the movies that we will screen are: Apocalypse Now (the original version), Full Metal Jacket , Platoon , Coming Home , Born on the Fourth of July , Dead Presidents , and Hearts and Minds . Because we must do so, we will also look at some of the more fascinatingly outrageous yet culturally significant fantasies about the war, such as The Green Berets and Rambo: First Blood, Part II .
TuTh 3:30-4:45 p.m.
Modern society’s fascination with mythology manifests itself in the continued success of novels, films and television programs about mythological or quasi-mythological characters such as Hercules, the Fisher King, and Gandalf the Grey, all of whom are celebrated for their perseverance or their daring deeds in the face of adversity. This preoccupation with mythological figures necessarily extends back to the cultures which first propagated these myths in early folk tales and poems about such figures as Oðin, King Arthur, Rhiannon, Gilgamesh, and Odysseus, to name just a few. English 492, a reading-intensive course cross-listed with History 492, primarily aims to expose students to the rich tradition of mythological literature written in languages as varied as French, Gaelic, Welsh, Old Icelandic, Greek, and Sumerian; to explore the historical, social, political, religious, and literary contexts in which these works flourished (if indeed they did); and to grapple with the deceptively simple question of what makes these myths continue to resonate with modern audiences. Likely topics and themes of this course will include: Theories of myth; Mythological Beginnings: Creation myths and the fall of man; Male and Female Gods in Myth; Foundation myths; Nature Myths; The Heroic Personality; the mythological portrayal of (evil/disruptive) women in myth; and Monsters in myth.
Likely Texts:
Erica summerfield.
This course aims to teach the fundamentals of effective scientific writing and presentation. The course examines opportunities for covering science, the skills required to produce clear and understandable text about technical subjects, and important ethical and practical constraints that govern the reporting of scientific information. Students will learn to present technical and scientific issues to various audiences. Particular emphasis will be placed on conveying the significance of research, outlining the aims, and discussing the results for scientific papers and grant proposals. Students will learn to write effectively, concisely, and clearly while preparing a media post, fact sheet, and scientific manuscript or grant.
Engl 575.s01 creative nonfiction.
In this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms such as personal essay, braided essay, flash nonfiction, hermit crab essays, profiles, and more. Through rhetorical reading, discussion, and workshop, students will engage published works, their own writing process, and peer work as they expand their understanding of the possibilities presented in this genre and the craft elements that can be used to shape readers’ experience of a text. Students will compile a portfolio of polished work that demonstrates their engagement with course concepts and the writing process.
Engl 704.s01 introduction to graduate studies.
Thursdays 3-5:50 p.m.
Introduction to Graduate Studies is required of all first-year graduate students. The primary purpose of this course is to introduce students to modern and contemporary literary theory and its applications. Students will write short response papers and will engage at least one theoretical approach in their own fifteen- to twenty-page scholarly research project. In addition, this course will further introduce students to the M.A. program in English at South Dakota State University and provide insight into issues related to the profession of English studies.
This online course will familiarize students with the language, rhetorical situation, and components of writing grant proposals. Students will explore various funding sources, learn to read an RFP, and develop an understanding of different professional contexts and the rhetorical and structural elements that suit those distinct contexts. Students will write a sample proposal throughout the course and offer feedback to their peers, who may be writing in different contexts, which will enhance their understanding of the varied applications of course content. Through their work in the course, students will gain confidence in their ability to find, apply for, and receive grant funding to support their communities and organizations.
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Examples of literature reviews. Step 1 - Search for relevant literature. Step 2 - Evaluate and select sources. Step 3 - Identify themes, debates, and gaps. Step 4 - Outline your literature review's structure. Step 5 - Write your literature review.
Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications .For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively .Given such mountains of papers, scientists cannot be expected to examine in detail every ...
The best proposals are timely and clearly explain why readers should pay attention to the proposed topic. It is not enough for a review to be a summary of the latest growth in the literature: the ...
Abstract. Scientific review articles are comprehensive, focused reviews of the scientific literature written by subject matter experts. The task of writing a scientific review article can seem overwhelming; however, it can be managed by using an organized approach and devoting sufficient time to the process.
The first step in writing a good literature review is to decide on the particular type of review to be written; hence, it is important to distinguish and understand the various types of review articles. ... Grech V. WASP (write a scientific paper): preparing an abstract. Early Human Development. 2018; 125:51-52. doi: 10.1016/j.earlhumdev.2018 ...
Writing a Literature Review. A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels ...
A good review article provides readers with an in-depth understanding of a field and highlights key gaps and challenges to address with future research. Writing a review article also helps to expand the writer's knowledge of their specialist area and to develop their analytical and communication skills, amongst other benefits. Thus, the ...
Analysis. The first step in writing a literature review is to analyse the original investigation research papers that you have gathered related to your topic. Analysis requires examining the papers methodically and in detail, so you can understand and interpret aspects of the study described in each research article.
1. Outline and identify the purpose of a literature review. As a first step on how to write a literature review, you must know what the research question or topic is and what shape you want your literature review to take. Ensure you understand the research topic inside out, or else seek clarifications.
3. Evaluate and select literature. 4. Analyze the literature. 5. Plan the structure of your literature review. 6. Write your literature review. Other resources to help you write a successful literature review.
A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship ...
Literature reviews are valuable resources for the scientific community. With research accelerating at an unprecedented speed in recent years and more and more original papers being published, review articles have become increasingly important as a means to keep up-to-date with developments in a particular area of research.
Scientific review articles are comprehensive, focused reviews of the scientific literature written by subject matter experts. The task of writing a scientific review article can seem overwhelming; however, it can be managed by using an organized approach and devoting sufficient time to the process. …
A literature review is a surveys scholarly articles, books and other sources relevant to a particular. issue, area of research, or theory, and by so doing, providing a description, summary, and ...
Personal: To familiarize yourself with a new area of research, to get an overview of a topic, so you don't want to miss something important, etc. Required writing for a journal article, thesis or dissertation, grant application, etc. Literature reviews vary; there are many ways to write a literature review based on discipline, material type ...
Review of the literature may continue while organizing the material and writing begins. One way to organize material is to create an outline for the paper. ... Writing a scientific paper — a brief guide for new investigators. Vaccine 2017; 35 (5):722-8. 10.1016/j.vaccine.2016.11.091 [Google Scholar] 3. Sellers K, Leider JP, Harper E ...
Summaries and critiques are two ways to write a review of a scientific journal article. Both types of writing ask you first to read and understand an article from the primary literature about your topic. The summary involves briefly but accurately stating the key points of the article for a reader who has not read the original article.
Here you have a to-do list to help you write your review: A scientific literature review usually includes a title, abstract, index, introduction, corpus, bibliography, and appendices (if needed). Present the problem clearly. Mention the paper's methodology, research methods, analysis, instruments, etc. Present literature review examples that ...
Thus, you probably already performed an extensive literature review to establish the current state of knowledge on the topic, and ensure the originality of your research when developing the protocol, and this can serve for your paper. ... Writing and publishing scientific papers. Gastroenterology, 142 (2012), pp. 197-200. View PDF View article ...
Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications .For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively .Given such mountains of papers, scientists cannot be expected to examine in detail every ...
Briefly summarize what the paper is about and what the findings are. Try to put the findings of the paper into the context of the existing literature and current knowledge. Indicate the significance of the work and if it is novel or mainly confirmatory. Indicate the work's strengths, its quality and completeness.
Maybe it will lead to a breakthrough in your own work or help explain a surprise result! 5. Summarize your thoughts and critiques. Re-read your notes so far to check for any missed questions. Go back and extract sentences or paragraphs of the paper that you want to challenge so you can quickly find them verbatim.
Here you should provide an alphabetical listing of all the published work you cited in the text of the paper. This does not mean every article you found in your research; only include the works you actually cited in the text of your paper. A standard format is used both to cite literature in the text and to list these studies in the Literature ...
He's drawn on that experience and his review of the scientific literature to identify eight features of satisfying writing: simplicity, specificity, surprise, stirring language, seductiveness ...
Our review synthesizes key scientific literature to examine water management and hydrological properties of paddy soils under AWD practice with climate change and sheds light on why farmers are skeptical in adopting the practice. To develop this paper, we reviewed scientific information from published journal articles, reliable reports, and our ...
Students will learn to write effectively, concisely, and clearly while preparing a media post, fact sheet, and scientific manuscript or grant.Graduate CoursesENGL 575.S01 Creative NonfictionMondays 3-5:50 p.m.Amber JensenIn this course, students will explore the expansive and exciting genre of creative nonfiction, including a variety of forms ...