Quotes The Literature Review 4/22/2010

4/22/2010
The Literature Review
Quotes
„ ‘Writing a faulty literature review is one of many
ways to derail a dissertation’
„ If the literature review is flawed, the remainder
Dr Christine Knox
Microbiologist
Institute of Health and Biomedical Innovation
Faculty of Science and Technology
c.knox@qut.edu.au
of the dissertation may also be viewed as
flawed, because:
‘a researcher cannot perform significant
research without first understanding the
literature in the field’ (Boote and Beile, 2005)
(Randolph, 2009)
Quotes
„ ‘Examiners typically started reviewing a
dissertation
di
t ti with
ith th
the expectation
t ti th
thatt it would
ld
pass’
„ ‘A poorly conceptualised or written literature
review often indicated that the rest of the
dissertation might have problems’
„ ‘Examiners
‘E
i
would
ld proceed
d to llook
k at the
h
methods of data collection, the analysis and
the conclusions more carefully!’
How to write a literature
review?
„ Lack of published information on ‘how’ to
write
it the
th review.
i
„ Most graduate students receive little or no
formal training!
„ It is a labour intensive process
„ Gall, Borg and Gall (1996) estimates that it will
take 3 – 6 months of effort!
(Boote and Beile, 2005)
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4/22/2010
What is writing?
E.M Forrester
“How do I know what I think until I
see what I say.”
say.
„ Writing is thinking made tangible
„ Thinking
g that can be examined
„ Because it is on the page and not in the
head, invisible and floating around
„ Writing is thinking that can be stopped and
tinkered with„ It is a way of holding thought still long enough
to examine its structures, its possibilities and
its flaws.
„ The road to a clearer understanding is
travelled on paper.
„ Writing
„
„
„
Thinking
Saying
Seeing
g
„ ‘Most written texts do not emerge fully formed; they
are crafted, composed and unfold through a process
of transforming ideas into language.’
(John Gage, 1986)
(Anthony Pare, http://faculty.msvu.ca/SusanDrain/pare%20keynote.pdf )
QUT PhD
PhD- Stage 2
QUT PhD
PhD- Confirmation
10 – 20 page proposal
„ Preliminary Literature Review
The detail required varies between faculties and you should be guided by
you supe
your
supervisor
so – a minimum
u o
of 25
5 sou
sources
ces iss normally
o a y required.
equ ed
The extent of the literature review should be sufficient to demonstrate that
there is a gap in the knowledge base which your project will fill.
You should ensure that at least some of the sources discussed are from the
most current literature.
„ Part A for Confirmation Panel: The research plan, consistent with
„
„
„
„
The aim is to argue for the significance of the original contribution that
you will make.
„
„
By discussing current relevant literature you should identify
the gaps in the literature that you will address, the unanswered
questions you will explore.
„
PhD regulations,
g
for the Confirmation Panel. It will include, but is not
limited to, details of:
any remaining coursework to be completed including an assessment
plan;
the nature of participation in scholarly activities of the centre, school, or
faculty in which the study is being undertaken;
the objectives of the program of research and investigation and its
relationship to published research in the same field;
the research methods to be followed;
the mode of thesis presentation e.g. by publication, monograph or
creative works.
the title of the thesis; and
a timeline for completion of the research program.
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4/22/2010
QUT PhD
PhD-Thesis
PhDPhD
- Stage 2
How to begin the preliminary literature review?
„ 3. Thesis Requirements
Before commencing their thesis, the student should contact their supervisor and the
Library to obtain advice on presentation, and, during presentation, should ensure:
„
„
„
„
„
„
„
„
the thesis makes an original and/or significant contribution to the field of research;
the methodology applied in the candidate’s research is effective and appropriate
for the thesis topic;
the thesis reflects competence in the survey of literature and documentation
of statements;
the thesis is of the required standard for external examination;
the thesis is well written having due consideration to relevant writing conventions
and
d style
t l guidelines;
id li
that the spelling, grammar, punctuation and choice of language are of a high
standard;
that the thesis is presented in English;
that all citations and the bibliography comply with relevant disciplinary
conventions, and that all typing errors are corrected
„ Complete all paperwork
„ Tidy the office/desk
„ Clean the house, mow the lawn!
„ Do the ironing!
„ Write lists of things to do!
Flower and Hayes, 1981
Beginning writers
„ Text
T
production
d i and
d variations
i i
„ Example: introductory
sentence to job application
„ Different versions
-
I have studied at QUT for
for…
After completing a B. App. Sc
at QUT I wish to apply for…
I wish to apply for the position
of……
Expert writers
„ Engage
E
in
i complex
l
cognitive, linguistic and
rhetorical processes as
they compose!
„ WHAT?
„ HOW?
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4/22/2010
Pre – writing: Planning
Writing process
„ Brainstorming
„ Free writing
„ Notebook(s)
( ) to
record all ideas
„ Pre- writing
„
„
For each chapter
For each paper
„ Map
„ Writing
Trees
„ Concept maps
„ Hierarchies
„ Ladders – dot
points
„ Examples
„
„ Revision
PCR
Approach
Typing
-SNPs,RAPD PCR
-primer design
-RFLP, PFGE,
-parameters
-Sequencing
Cloning
-sequencing
-optimisation
-MSLT
-expression
--multiplex assays
-HRM
Cresswell’s (2005)
-- detection
„ identify key areas/terms
„ locate literature
Microbial
Real time PCR
RT PCR
Biotechnology
New QUT subject
Case studies
-LSB528 – Environmental
--LSB578 – Virology
-LSB568 – EM eg FISH
-LSB6xx(LSB547 – Bact path
Bioinformatics
-Bacterial genomes, genes analyses
-Unique genes, Homologues,
paralogues
„ critically evaluate and
select
-Industrial
-Applications
-Vaccines
-Therapeutics
Future directions
- microarrays
-Comparative genomics
„ Create an audit trail
„
(Notebook)
„ Define the focus of the
review
„ Search for relevant literature
„ organise
g
literature
„ Classify
y the documents
„ write literature review
„ Create summary database
-LSB628 Enviromental
Biotechnology
Ogawa and Malen’s
Method in
Randolph (2009)
„ Identify constructs and
hypothesised causal linkages
„ Search for contrary findings
--TSS, promoters, operons
and rival interpretations
Christine Knox 2007
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4/22/2010
Identifying key areas or terms
Bacteria in follicular fluid
-Previous papers
-Findings
Findings
„ Topic:
“ The detection and
identification of bacteria
(both culturable and nonculturable) in follicular fluid:
the effect on fertility”
„ Approach
A
h
„
Use post it notes to create
a ‘word map’ or ‘word tree’
Identifying key areas or terms
Culture methods for
detecting bacteria
- Used for follicular fluid
Horne et al. Reproduction (2008) 135: 739-749
Effect of bacteria on
fertility
-Natural pregnancies
-IVF pregnancies
Culture of follicular fluid
-Previous papers
-Bacteria detected
Other methods used to
detect bacteria in
follicular fluid
Identification methods
- conventional
- more recent
technologies
(Creswell, 2005)
Identifying key areas or terms
„ Bacteria in follicular
„ Topic:
“ The detection and identification of bacteria (both
culturable and non-culturable) in follicular fluid:
the effect on fertility”
„ Approach
„
Critically evaluate and select
literature
Use post it notes to create a ‘word map’ or ‘word
tree’
„ Shuffle the key areas/ sub points
„ Arrive at a logical sequence for presenting the
information
fluid
- Previous papers
- Findings
• Search terms
• Databases – PUBMED
• Download PDF document
• Print document
• Download reference to Endnote
(Creswell, 2005)
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Organise literature/
Classify the documents
Bacteria in follicular fluid
-Previous papers
-Findings
Findings
Culture of follicular fluid
-Previous papers
-Bacteria detected
Culture methods for
detecting bacteria
- Used for follicular fluid
Effect of bacteria on
fertility
-Natural pregnancies
-IVF pregnancies
Critically evaluate and select/
Create a summary database
Key area – ‘Bacteria in follicular fluid (FF)’
Author/year
Study Design Results
Conclusions
Discussion
1. Cottel /
1996
28 couples
30 IVF cycles
FF cultured
No effect on IVF
outcomes
- Antimicrobials
remove bacteria
from in vitro
culture of eggs
and sperm
Other methods used to
detect bacteria in
follicular fluid
Each pile for
one topic/
paragraph
Identification methods
- conventional
- more recent
technologies
Organise literature
„ Summarise multiple papers per search term
„ Group the papers – critically evaluate
„
Those studies that have similar findings
„
Organise literature
„ Summarise multiple papers per search term
Identify
constructs and
causal links!
„ Group the papers – critically evaluate
„
Studies with different findings – Why?
„
Evaluate – why?
Several studies, investigating almost 6,000 women have
demonstrated that U. urealyticum colonisation of the lower
genital tract is not significantly associated with preterm
preterm low birth weight
g or preterm
p
premature
p
rupture
p
birth, p
of membranes (Harrison, 1986; Polk et al. 1989; McGregor et
al. 1990a, 1990b; Carey et al. 1991; Knox et al. 1997).
1 study,
different
results
Why!
Identify
constructs and
causal links!
Evaluate
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ Similar methods
ƒ Similar cohorts, controls, study design
ƒ Strong scientific reason or hypothesis supporting these findings
6 studies,
same
results
50% of cycles
microorganisms
isolated
-27% needle washes
- 40 or 32% FF
-2 culture media at
20hrs
Different techniques
q
– where some better or inferior
Which results are more trustworthy and why?
Is there a dilemma that needs to be resolved?
Is there a knowledge gap that needs to be investigated?
Is there a justification for your PhD project?
Conversely McDonald et al. (1992) in a study of 786 women did demonstrate a
significant association between G. vaginalis and U. urealyticum colonisation in
the second trimester of pregnancy and preterm birth and preterm premature
rupture of membranes.
It is very difficult to design a study to investigate the aetiological cause of adverse
pregnancy outcome because of the polymicrobial nature of the normal flora of the
lower genital tract and other maternal risk factors which can precipitate preterm
delivery.
Similarly it is difficult to compare studies because of differences in demographics and
experimental design.
However it is now accepted that lower genital tract colonisation with U. urealyticum is
not predictive of adverse pregnancy outcome (Gibbs et al. 1992; Cassell et al.
1993).
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4/22/2010
Planning still!
Organise literature - Aim
Per Search Term/ Per Paragraph
„ Once the data has been:
„ Describe the literature – broad strokes – what
h b
has
been d
done
„
10 authors found that …….
„ By contrast others disagreed……..
„
„ Find a position
„
Assembled
Grouped
„ Evaluated
„ Revisit the structure
„ Trees
„ Concept maps
„ Hierarchies
Hi
hi
„ Ladders – dot points
„ Review / Shuffle
„ Add to the structure
„
Explain it to your audience
„ Identify gaps
„ What can be investigated to add to this area of
research?
Writing
Writing
„ You have all of the information
For a key area/ search term/ paragraph
„ Start writing!
„ Write at a time that suits you best
„
„
„
„
Early in the morning – no interruptions
Late at night – when the children are in bed!
Ignore ‘word editor’ – write quickly!
„
Get your ideas on paper or on the screen
„ Difficulties in writing a sentence/expressing an idea
„
Preface the statement with
„
„
„
‘I want to tell you that……
In my PhD project I will be ….
Write – then remove the preface.
„ Think, say then write
Writing must make sense
„ Read the sentence out loud- does it make sense‘Is this how you would say it?’
„
„ ‘Describe it to your mother or to your child’ – use
simple language
„ Writing problems are often signs of conceptual
problems
E.g. Using complex language – derived from
papers
„ Use simple language – understand what you are
writing
„
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4/22/2010
Writing
„ Consider the readers
„ ‘Find a position and explain it to the audience’
„ Who is the audience?
„
„
„
„
„
Expectations
Standards
Committees
Discipline
Other readers
Writing
„ Having problems – seek help!
„
„
„
„
„ ‘Genuflect to a known expert
p audience’.
„ Use active verbs – argue, propose, describe, demonstrate,
„
hypothesise
„ Use the correct tense
„
„
„
Previous studies – past tense
Research plan – future tense
Revising
Beware of plagiarism!
Consult resources
„ Papers – Randolph 2009
„ QUT resources
„ Online – http://owl.english.purdue.edu/owl/
Attend seminars, writing workshops
Join writing groups – peer review
Attend journal clubs
„ Review articles
articles, evaluate content
content, writing style
style,
Review exemplars
Look at texts or paper within a similar discipline –
which papers express ideas well? Why? How can
you learn from this style?
Reward!
„ Read aloud!
„ Consider readers
„ Reflect
„ What were your goals?
„ Have these changed during the course of the
review?
„ Review structure
„ Look for grammatical errors
„
„
Correct sentence construction?
Again – Read aloud, does a/the sentence
make sense?
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4/22/2010
The Literature Review
-an evolving document
Revising
Work with your supervisor
Stage 1
Stage 2
Confirmation
Thesis
C
Content
1 – 2 pages
10 – 20 pages
V i
Varies
Li
Literature
relevant to
your thesis
Topics
Brief outline
Broad review
of literature
Discussion of
new topics
Be selectiverevisit papers
Discussion
Brief
Important to
evaluate prior
research
Evaluate
these
Critical – prior
work
Your work!!
Gaps
Brief
Importantjustify project
Importantjustify this
additional
research
Critical –
those relevant
to thesis
Relevance to
your results
Only if you
have prior
data
Too early!
Reasons for
adding
Leads into your results
„ Writing is an opportunity to display knowledge.
„ Writing can explore, can problem solve, can ‘make’
knowledge.
„ Students need to develop writing skills over time.
„ Supervisors role
„ To develop writing skills
„ To
T help
h l with
ith planning,
l
i
organising,
i i
d
drafting
fti and
d
revising
„ To help students
write and think within a discipline
Writing
Assessment
Criterion referenced
assessment - CRA
„ ‘Hard intellectual work’
„ Boote and Beile, 2005
„
„ Review of 30 Education
„
literature reviews
„ Each results on a scale of
1-3
„ Mean results
Tough job
Emotional
„ Academics are professional writers
„ Writing varies across disciplines
„ No quick fixes – life long learning task
„ You may be writing to a person with less
expertise.
„ You will become the ‘expert in the field’
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