How to Write a Literature Review - University of Maryland Libraries · 2019-02-26 · Advancing graduate education. Enhancing the graduate student experience. Consider the connection

Advancing graduate education. Enhancing the graduate student experience.

How to Write a Literature Review:

An Introduction to Writing & Research in Graduate School

Linda Macri ([email protected])Graduate School Writing Center

&Kelsey Corlett-Rivera ([email protected])

Research Commons, University Libraries

Presenter

Presentation Notes

entering an academic conversation through research and writing An Introduction to Writing and Research in Graduate School


Move from undergraduate to graduate work is a move from discovery and consumption of knowledge to analysis, synthesis, evaluation, and production of knowledge

Scholarship IS Conversation

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Welcome, introduce, talk about moving from research to writing, from being a consumer of information to a producer, and using your consumption –what you have read – to do that production – what you are doing in your years in graduate school is joining an academic conversation – what is privileged as information, knowledge, in that conversation varies by disciplines, but there are some generic elements, and understanding those generic elements can help you with whatever kind of writing you are doing. The librarians trained in library science, information science to assist with your research --- similarly, my background is in Rhetorical theory – You might have pejorative associations with the word rhetoric, but rhetoric studies seek to understand the particular way a particular text/discourse seeks to act upon a particular audience at a particular time – so rhetoric is very situational, so there are lots of situations, and you might think of what you are doing today as an entry into understanding the RHETORIC OF your discipline – what kinds of arguments it makes, how it makes them, for whom, some things to add here by way of introduction -- after conversation with Kelsey -- ONE BIG DIFFERENCE IS THAT THERE IS NO ASSIGNMENT SHEET HERE -- YOU ARE IN CHARGE HERE OF MAKING THESE DOCUMENTS OF THESE, ONLY THE LAST – PRODUCTION – IS ALL YOU, AND THAT LAST IS BUILT ON THE FOUNDATION OF THE OTHERS – ON DISCOVERY, ,CONSUMPTION, ANALYSIS, SYNTHEIS, EVALUATION – AND THE LITERATURE REVIEW IS DISCOVERY, CONSUMPTION, ANALYSIS, VERY MUCH SYNTHESIS, AND SOME TACIT, OR MORE EXPLICITY, EVALUATION – A LIT REVIEW IS A PRODUCTION OF THAT SYNTHESIS


Consider the connection between reading/research and writing for graduate school and reading strategiesDefine and discuss outcomes for lit

reviewConsider rhetorical choices involved in

preparing and shaping a literature review

What we’ll accomplish today

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This is a broad workshop not only in terms of the disciplines you represent but also in terms of your levels of experience – from new master’s candidates to those deep in the dissertation process, so we will start with definitions – I also note that broad range of experience to note that some of what I say may seem more rudimentary, some more advanced – I’ve tried to find a balance but you are not a homogenous audience so please keep that in mind and feel free to be selective about what applies to you


Won’t focus on citation issues, time management, work habitsWon’t be specific to disciplines

What we won’t be attempting

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Notes – this will be broad; we can’t answer all the disciplinary questions and specifics –broad across levels so some of you will know some of this, - when we are done , I’ll ask you to fill out an evaluation and also suggest what kinds of workshops would be of interest


Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending on the quality of your ally ’s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion stil l vigorously in progress.

-- Kenneth Burke, Philosophy of Literary Forms (1941)

Burkean Parlor: A Metaphor for Academic Communication

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My background is in rhetoric and composition -- chances are, that’s not your field, but Rhetoric and Composition involves theories and practices of argumentation and writing and is often applied across a range of disciplines. More specifically, my background is in European and American rhetorical theories – and since English is the de facto language of academic writing, that makes good sense, though there are, of course, other rhetorics inspired by other traditions. I provide that background first to tell you something about my own orientation here but also to ask you to think about what it means to be in an American/Western Rhetorical tradition as an academic. Rhetoric draws from a range of fields, including philosophy, and one of the most important 20th c. American figures in the overlap of rhetoric and philosophy was Kenneth Burke, who perhaps few of you have heard of.. Burke offered an metaphor for rhetoric – what it is like, why and how it works – that really strikes us as relating to academic discourse, conversation, communication – it’s short -- and maybe you can all relate to this after a month of graduate school – it’s like a party you entered in full swing and no one really stopped to orient you! -- BUT it is also a great way to think about a LIT REVIEW – a lit review is, we could say, the encapsulation of you doing all that LISTENING and then DIPPING IN YOUR OAR


“You listen for a while, until you decide that you have caught the tenor of the argument;

From Reading/Research to Writing

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-- For many of you, research denotes something very separate from reading, while for others, all your research is reading. Even those of you whose research is in a lab, or in the field, your move in a literature review is going to be from reading as research to writing --- But how do you put in your oar – you probably have an idea, a reaction, so how do you move it from idea to argument? --- from listening to what is said to dipping in your oar -- rhetoric offers us a method


“You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar.”

From Reading/Research to Writing

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Presentation Notes

-- For many of you, research denotes something very separate from reading, while for others, all your research is reading. Even those of you whose research is in a lab, or in the field, your move in a literature review is going to be from reading as research to writing --- But how do you put in your oar – you probably have an idea, a reaction, so how do you move it from idea to argument? --- from listening to what is said to dipping in your oar -- rhetoric offers us a method

Photocopies are indispensable instruments. They allow you to keep with you a text you have already read in the library, and to take home a text you have not read yet. But a set of photocopies can become an alibi. A student makes hundreds of pages of photocopies and takes them home, and the manual labour he exercises in doing so gives him the impression that he possesses the work. Owning the photocopies exempts the student from actually reading them.

1977

Good reading starts with. . . Reading

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After I talk, Judith is going to talk about how to find articles, how to keep them in a citation manager, etc. But I’m going to offer a warning first – If we are moving from READING to WRITING, the first step is READING – not downloading, not storing but READING – an important caution – and one that has changed with the technology --


1977

Good reading starts with. . . Reading

Presenter

Presentation Notes

After I talk, Judith is going to talk about how to find articles, how to keep them in a citation manager, etc. But I’m going to offer a warning first – If we are moving from READING to WRITING, the first step is READING – not downloading, not storing but READING – an important caution – and one that has changed with the technology --


1977

CAUTION: Downloading is not reading

DOWNLOADING

DOWNLOADS

DOWNLOADS

DOWNLOADING

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Presentation Notes

After I talk, Kelsey is going to talk about how to find articles, how to keep them in a citation manager, etc. But I’m going to offer a warning first – If we are moving from READING to WRITING, the first step is READING – not downloading, not storing but READING – an important caution – and one that has changed with the technology --

This sort of vertigo of accumulation, a neo-capitalism of information, happens to many. Defend yourself from this trap; as soon as you have the photocopy, read it and annotate it immediately. If you are not in a great hurry, do not photocopy something new before you own (that is before you have read and annotated) the previous set of photocopies. There are many things I do not know because I photocopied a text and then relaxed as if I had read it.

1977


Devise a plan to process, not just find and file, readings. Example of a process:Start with a very quick readDecide what kind of deeper engagement the

article needsHighlight and gloss in the margins?Detailed summary in a memo?Rhetorical Precis?

Scholarship IS Conversation:Don’t Just Drop it in Zotero!


Begin with the Abstract/IntroductionAs quickly as possible, identify What is at issue in

this article (What question in your field does it address? What problem is it trying to solve or respond to?)

Determine the context for the article and its argument: how does this fit into the intellectual landscape of the field? How does this contribute to the conversation of your discipline? Does it fill a gap? Build on other research or theory?

What is your purpose in reading—to get the gist or remember the details?


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Now, it seems pretty silly to remind you to begin with the abstract or the introduction – since they are there first – but


What kind of article are you reading? Data-driven paper – results of empirical studiesMethods paper –describe new method or

process or new application of a methodTheory paper – introduces, illuminates, critiques

a theoryConsciousness raising/agenda setting – brings

attention to an issue, aims to change the perspectiveReview paper –gives an overview of research in

the field


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Understanding that there are GENRES within your field is an important analytical tool for you as you read – and will be an important invention tool for you when it’s time to write


1. In a single coherent sentence give the following:

-name of the author, title of the work, date in parenthesis;

-a rhetorically accurate verb (such as "assert," "argue," "deny," "refute," "prove," disprove," "explain," etc.);

-a that clause containing the major claim (thesis statement) of the work.

Processing your sources: Rhetorical Précis


2. In a single coherent sentence, give an explanation of how the author develops and supports the major claim (thesis statement).



3. In a single coherent sentence give a statement of the author's purpose, followed by an "in order" phrase.



4. In a single coherent sentence, give a description of the intended audience and/or the relationshipthe author establishes with the audience.


Charles S. Peirce's article, "The Fixation of Belief” (1877),asserts that humans have psychological and social mechanisms designed to protect and cement (or "fix") our beliefs. Peirce backs this claim up with descriptions of four methods of fixing belief, pointing out the effectiveness and potential weaknesses of each method. Peirce's purpose is to point out the ways that people commonly establish their belief systems in order to jolt the awareness of the reader into considering how their own belief system may be the product of such methods and to consider what Peirce calls "the method of science" as a progressive alternative to the other three. Given the technical language used in the article, Peirce is writing to a well-educated audience with some knowledge of philosophy and history and a willingness to other ways of thinking.

Charles S. Peirce's article, "The Fixation of Belief” (1877),asserts thathumans have psychological and social mechanisms designed to protect and cement (or "fix") our beliefs. Peirce backs this claim up with descriptions of four methods of fixing belief, pointing out the effectiveness and potential weaknesses of each method. Peirce's purpose is to point out the ways that people commonly establish their belief systems in order to jolt the awareness of the reader into considering how their own belief system may be the product of such methods and to consider what Peirce calls "the method of science" as a progressive alternative to the other three. Given the technical language used in the article, Peirce is writing to a well-educated audience with some knowledge of philosophy and history and a willingness to other ways of thinking.


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explanation of how the author develops and supports the major claim




1. In a single coherent sentence with name of the author, title of the work, date in parenthesis, then a rhetorically accurate verb followed by a that clause containing the major claim (thesis statement) of the work.

2. In a single coherent sentence, give an explanation of how the author develops and supports the major claim (thesis statement).

3. In a single coherent sentence give a statement of the author's purpose, followed by an "in order" phrase.

4. In a single coherent sentence, give a descriptionof the intended audience and/or the relationshipthe author establishes with the audience.



Glossing is an interpretive reading strategyBasic how to:

for each paragraph, note what the paragraph says (content) and does (function)

Your goal is to understand both the substance and the structure, content and form

Processing your sources: Glossing

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Glossing is a technique for reading as both a consumer and a producer – not only to be applied to the work of OTHERS, but also to your OWN work; it offers you a perspective on how your work develops and coheres, and thus is a great method for global revision. Since you were not asked to bring anything of your own today, we’ll focus on glossing as a reader of published work, and you can hopefully transfer that to your own work later.

Medical informatics has expanded rapidly over the past couple of years. After decades of development of information systems designed primarily for physicians and other healthcare managers and professionals, there is an increasing interest in reaching consumers and patients directly through computers and telecommunications systems. Consumer health informatics is the branch of medical informatics that analyses consumers’ needs for information; studies and implements methods of making information accessible to consumers; and models and integrates consumers’ preferences into medical information systems. Consumer informatics stands at the crossroads of other disciplines, such as nursing informatics, public health, health promotion, health education, library science, and communication science, and is perhaps the most challenging and rapidly expanding field in medical informatics; it is paving the way for health care in the information age.

DOES:Defines field of

study and explains why it MATTERS

now

SAYS:Health informatics

used to serve healthcare

providers; shifting technology means that PATIENTS are

now the users Eysenbach, G. (2000). Recent advances: Consumer health informatics. BMJ: British Medical Journal, 320(7251), 1713.


Use the notes from your gloss to create a summary of the articleHighlight key ideasUse keywords to organize

From Gloss to Summary


T or F: You write a literature review to demonstrate your credibilityT or F: A literature review originates with a research questionT or F: A literature review identifies a need for further researchT or F: There is a standard structure for a literature reviewT or F: A literature review is only descriptive or summative; it doesn’t have an argument

What is a Literature Review:True or False?


Where does a good literature review begin?

(hint: this is a trick question) With a research question

Scholarship IS ConversationResearch AS Inquiry

What is a Literature Review?

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Where does a good lit review begin – with a research question – with inquiry rather than with sources – that doesn’t mean it doesn’t star with reading, but it starts with inquiry from that reading ; idea of Scholar before Researcher – When you write a Lit Review, are wearing your scholar hat or your research hat? Often a false dichotomy, but I’m told that there’s a kind of “why do I have to write about something that’s not what I’m doing in my lab” attitude – I’m sure none of you do that, but – which are you, scholar or researcher?


Helps you discover – and move toward filling – the gap in research

What is a Literature Review?Research AS Inquiry


Establishes your credibility



In generic terms, a good literature reviewSynthesizes previously published knowledge about an issue or practiceHelp readers by providing that synthesis Establish grounds for existing knowledge to be extended Leads readers through a narrative of the past to clear space for future argument



A research narrativeNarratives have settings (context)Narratives have charactersNarratives have actionNarratives lead audiences where the author

wants them to go (with some room for their own adventure)Your character: the talented scholar who

engaged the fierce articles and tamed them to make them reveal their burning question

A Literature Review is a Narrative

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Presentation Notes

The idea of the LR as a Research Story is a pretty common trope – another phrase that might seem useful I’ll borrow from the title of an artirce about writing a literature review in the field of Information Science – “Analyzing the Past to Prepare for the Future” --that resonates with me as someone from English and Literature – we read stories to shape our actions for the future --


A literature review is an argument. It is not just a list of summaries. Its persuasion is communicated to your readers as a story that you tell, a storythat highlights connections you want to highlight in the research that has preceded your work.

A Literature Review is a Narrative(and a Narrative is an Argument)


focus only on very recent publications?ignore work not in your immediate discipline? be organized chronologically?begin with a historical overview of my field

. . . depends on your situation

Should my literature review. . .

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So, what are some of the decisions that depend on the situation of the text and are not GENERIC to a Lit Review – the situation, of course, includes the discipline you are in, as well as the intended goal of the lit review – if it’s for publication, part of a dissertation, the brief beginning of an article , etc. But here are some specific things that are very dependent on some element of the rhetorical situation (and please, suggest others) -- so, when is the answer yes to these for any of you?


What’s Your Stance?

Thomson, Pat “Working with Literature? Take a Hands on Hips Stance.” Patter. https://patthomson.net/2017/08/31/working-with-literatures-hands-on-hips-stance/ August 31, 2017

Hands on Hips!

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Attitude in this process – Kamler and Thompson describe this as Hands on Hips – attitude of surveying, taking charge, but also figuring out what is in front of you, what do you have to work with, how are you going to pull it together. Editor, screen name, author, or compiler name (if available). “Posting Title.” Name of Site, Version number (if available), Name of institution/organization affiliated with the site (sponsor or publisher), URL. Date of access.

https://patthomson.net/2017/08/31/working-with-literatures-hands-on-hips-stance/


Organizing Your Review

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How do you create order. You kind of know the answer here, right? Is there only one way? What are the ways you create order?


A theoretical framework?By sample size/number of cases?By applications stressed?By types of study?By source (region) of study?By discipline?By chronology?By issue or aspect?

Organizing Your Review

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What makes sense for your research question? When do these make or not make sense? Selecting a FRAMEWORK is a kind of rhetorical choice – it determines how readers will make sense of the work -- IT SHAPES THE STORY YOU ARE TELLING


Organizing Your ReviewYear Theory Sample

SizeModel Used

Country Type of Study

Study 1

Study 2

Study 3

Study 4

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A MATRIX approach – allows you to see from many angles at once --


Organizing Your ReviewPurpose of Study

Method Sample Size

Findings Themes Similarities

Study 1

Study 2

Study 3

Study 4

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A MATRIX approach – allows you to see from many angles at once --


Organizing with Stasis Theory

Fact

•Questions of fact/conjecture/existence•Does it/a problem exist? Did it happen? What caused it?

Definition

•Questions of definition/essence/categorization•How do we define this? What category of thing is it?

Quality

•Questions of value/quality•Is it good or bad? How do we judge the effect/impact?

Action

•Questions of action/policy•What shall we do about this? What policies should we enact?

Juris

dict

ion:

who

dec

ides

?

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The method is called stasis theory – stasis theory is .. . .


Organizing with Stasis Theory

Fact

•Questions of fact/conjecture/existence•Does it/a problem exist? Did it happen?

Definition

•Questions of definition/essence/categorization•How do we define this? What category of thing is it?

Cause•What caused it? What are its effects?

Quality

•Questions of value/quality•Is it good or bad? How do we judge the effect/impact?

Action

•Questions of action/policy•What shall we do about this? What policies should we enact?

Juris

dict

ion:

who

dec

ides

?

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The method is called stasis theory – stasis theory is .. . .

Recent Advances in . . . WHAT’S NEW? Developmental and Risk Factor Research . . . WHAT CAUSES?

Keywords tell us the RESEARCH FIELD: Eating disorders; Risk Factors; Development; Anorexia nervosa; Bulimia nervosa; Binge eating disorder

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Let’s try another – this is an article Prof. Felton said you’ll be looking at later in the summer – again, I gave you a hard copy – Let’s just look at the article and see if we can determine – what is the research interest, what is the research question, and how is this seeking to fill a gap/to determine what needs to happen next in the field? TAKE A MINUTE TO READ THE ABSTRACT

http://link.springer.com/article/10.1007/s11920-015-0585-x


ABSTRACT The Diagnostic and Statistical Manual of Mental Disorders (i.e., DSM-5) currently recognizes three primary eating disorders: anorexia nervosa, bulimia nervosa, and binge eating disorder.

These EXIST.

http://link.springer.com/search?dc.title=Diagnostic+and+Statistical+Manual+of+Mental+Disorders&facet-content-type=ReferenceWorkEntry&sortOrder=relevance


ABSTRACT The Diagnostic and Statistical Manual of Mental Disorders (i.e., DSM-5) currently recognizes three primary eating disorders: anorexia nervosa, bulimia nervosa, and binge eating disorder. The origins of eating disorders are complex and remain poorly understood.

These EXIST.

But we aren’t sure of how they come to EXIST (their CAUSES are at issue)



ABSTRACT The Diagnostic and Statistical Manual of Mental Disorders (i.e., DSM-5) currently recognizes three primary eating disorders: anorexia nervosa, bulimia nervosa, and binge eating disorder. The origins of eating disorders are complex and remain poorly understood. However, emerging research highlights a dimensional approach to understanding the multifactorial etiology of eating disorders as a means to inform assessment, prevention, and treatment efforts.

These EXIST.


New research is helping us understand their causes so we can assess, prevent, and

treat them (CAUSE & VALUE & ACTION)



ABSTRACT The Diagnostic and Statistical Manual of Mental Disorders (i.e., DSM-5) currently recognizes three primary eating disorders: anorexia nervosa, bulimia nervosa, and binge eating disorder. The origins of eating disorders are complex and remain poorly understood. However, emerging research highlights a dimensional approach to understanding the multifactorial etiology of eating disorders as a means to inform assessment, prevention, and treatment efforts. Guided by research published since 2011, this review summarizes recent findings elucidating risk factors for the development of eating disorders across the lifespan in three primary domains: (1) genetic/biological, (2) psychological, and (3) socio-environmental. Prospective empirical research in clinical samples with full-syndrome eating disorders is emphasized with added support from cross-sectional studies, where relevant. The developmental stages of puberty and the transition from adolescence to young adulthood are discussed as crucial periods for the identification and prevention of eating disorders.

These EXIST.


Here, we’ll examine risk factors (CAUSES)





ABSTRACT The Diagnostic and Statistical Manual of Mental Disorders (i.e., DSM-5) currently recognizes three primary eating disorders: anorexia nervosa, bulimia nervosa, and binge eating disorder. The origins of eating disorders are complex and remain poorly understood. However, emerging research highlights a dimensional approach to understanding the multifactorial etiology of eating disorders as a means to inform assessment, prevention, and treatment efforts. Guided by research published since 2011, this review summarizes recent findings elucidating risk factors for the development of eating disorders across the lifespan in three primary domains: (1) genetic/biological, (2) psychological, and (3) socio-environmental. Prospective empirical research in clinical samples with full-syndrome eating disorders is emphasized with added support from cross-sectional studies, where relevant. The developmental stages of puberty and the transition from adolescence to young adulthood are discussed as crucial periods for the identification and prevention of eating disorders. The importance of continuing to elucidate the mechanisms underlying gene by environmental interactions in eating disorder risk is also discussed.

These EXIST.



We consider why understanding CAUSES matters (VALUE)





ABSTRACT The Diagnostic and Statistical Manual of Mental Disorders (i.e., DSM-5) currently recognizes three primary eating disorders: anorexia nervosa, bulimia nervosa, and binge eating disorder. The origins of eating disorders are complex and remain poorly understood. However, emerging research highlights a dimensional approach to understanding the multifactorial etiology of eating disorders as a means to inform assessment, prevention, and treatment efforts. Guided by research published since 2011, this review summarizes recent findings elucidating risk factors for the development of eating disorders across the lifespan in three primary domains: (1) genetic/biological, (2) psychological, and (3) socio-environmental. Prospective empirical research in clinical samples with full-syndrome eating disorders is emphasized with added support from cross-sectional studies, where relevant. The developmental stages of puberty and the transition from adolescence to young adulthood are discussed as crucial periods for the identification and prevention of eating disorders. The importance of continuing to elucidate the mechanisms underlying gene by environmental interactions in eating disorder risk is also discussed. Finally, controversial topics in the field of eating disorder research and the clinical implications of this research are summarized.

These EXIST.



We consider why understanding CAUSES matters (VALUE)

And we’ll look at what is unresolved and what we do with this research (ACTION)





What exists? Is there dispute about that? What terms are important? Are any

disputed? Are causes at issue? Or effects? What is good or bad, beneficial or

not, important or not?How can this issue be resolved?

Stasis Theory for Organization

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Presentation Notes

On your agenda – you see that I’ve suggested we’ll move from understanding how to enter the conversation to understanding what moves are made in your discipline and in specific genres. But we don’t need to leave stasis theory behind just yet to do that – [ask first – can they recognize how the pattern shows up in an argument, in a research paper ) often, because, as we noted, stasis theory is a hierarchy or a chronology – we see that pattern replicated in research articles – just as in a murder mystery we have to have a body and decide what kind of crime has occurred before we can jump to sentencing, in many arguments, we see this pattern, or some portion of it, repeated ---


The rhetorical situation is the context of a rhetorical event that consists of an issue, an audience, and a set of constraints (purpose, genre, exigence, etc.)

How to Begin a Literature Review


Who is your audience?


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Thinking about the actual readers – who are they – if they are VERY actual – write for your committee? For a certain journal? Not write to the teacher, but write to those who will be using this What do you need to consider about this AUDIENCE -- discuss


What are the constraints?


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Presentation Notes

The constraints – are any number of things – including the genre, the medium (online? In print?), expected length, stand alone, etc.


ExigenceAnswers the question why does this matter? Creates a need for what follows“imperfection marked by urgency” (Lloyd Bitzer)The beginning of argumentation


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Presentation Notes

Question of exigence – answers the question – why does this matter – not only in terms of “so what” but – gives the sense of timeliness – why this, why now, why for this audience – lots of debate in rhetoric and philosophy and speech about whether you RESPOND to exgience or you CREATE exigence – NOTE that I’ve used each – it answers a question but it also calls up the need for the question to be answered -- here’s the way you are proclaiming your ability to dip in your oar – carving a space, noting the gap and suggesting you will be able to fill it – as a scholar, your ability to create an effective sense of exigence is very connected to your ETHOS – your credibility as a scholar


Establish the BackgroundStatement of the caseTell the story of the issue Contextualize your research question How broad of an issueWho is concerned with the issue (disciplines,

scholars, publics)

Frame your issue


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In classical argument form – the narration or statement of the case comes early – think of it, perhaps, as your opening argument of the case – It’s your chance to tell the story AS YOU SEE IT b– might think of this as the FRAMING of the argument – the perspective you want readers to have as they read

Let’s look at an example

Employment interviews are a popular selection technique from many viewpoints. In organizations around the world, employment interviews continue to be one of the most frequently used methods to assess candidates for employment (Ryan,McFarland, Baron, & Page, 1999; Wilk & Cappelli, 2003). Among organizational decision-makers, interviews have been found to be the assessment method most preferred by supervisors (Lievens, Highhouse, & De Corte, 2005) and human resources (HR) practitioners (Topor, Colarelli, & Han, 2007). Moreover, applicants perceive interviews as fair as compared to other selection procedures (e.g.,Hausknecht, Day, & Thomas, 2004) and applicants expect interviews as part of a selection process (e.g., Lievens, De Corte, & Brysse, 2003). In fact, from an applicant's perspective, obtaining a job interview is fundamental to job search success (Saks, 2006).

Presenter

Presentation Notes

Here’s an introduction from the article – Let’s take a look at it for how it characterizes and explains the context/situation of the issue at hand – what do we see is covered here – the when, how long, the who – and into the next paragraph

The employment interview has also been a popular topic among researchers for almost 100 years and is still garnering considerable research interest. Notably, numerous meta-analyses have revealed that “structured” interviews can display relatively high levels of validity without the adverse impact typically found with cognitive ability tests (Conway, Jako, & Goodman, 1995; Huffcutt & Arthur, 1994; Huffcutt & Roth, 1998; McDaniel, Whetzel, Schmidt, & Maurer, 1994; Wiesner & Cronshaw, 1988; Wright, Lichtenfels, & Pursell, 1989). While we have learned much about the employment interview, current research activity suggests that more remains to be uncovered. In the last six years since Posthuma, Morgeson and Campion's (2002) comprehensive review of the employment interview literature, over 100 new articles have appeared in journals and books examining the interview.

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What stands out?

Employment interviews are a popular selection technique from many viewpoints. In organizations around the world, employment interviews continue to be one of the most frequently used methods to assess candidates for employment (Ryan,McFarland, Baron, & Page, 1999; Wilk & Cappelli, 2003). Among organizational decision-makers, interviews have been found to be the assessment method most preferred by supervisors (Lievens, Highhouse, & De Corte, 2005) and human resources (HR) practitioners (Topor, Colarelli, & Han, 2007). Moreover, applicants perceive interviews as fair as compared to other selection procedures (e.g.,Hausknecht, Day, & Thomas, 2004) and applicants expect interviews as part of a selection process (e.g., Lievens, De Corte, & Brysse, 2003). In fact, from an applicant's perspective, obtaining a job interview is fundamental to job search success (Saks, 2006).

Presenter

Presentation Notes

– what do we see is covered here – the when, how long, the who – and into the next paragraph

The employment interview has also been a popular topic among researchers for almost 100 years and is still garnering considerable research interest. Notably, numerous meta-analyses have revealed that “structured” interviews can display relatively high levels of validity without the adverse impact typically found with cognitive ability tests (Conway, Jako, & Goodman, 1995; Huffcutt & Arthur, 1994; Huffcutt & Roth, 1998; McDaniel, Whetzel, Schmidt, & Maurer, 1994; Wiesner & Cronshaw, 1988; Wright, Lichtenfels, & Pursell, 1989). While we have learned much about the employment interview, current research activity suggests that more remains to be uncovered. In the last six years since Posthuma, Morgeson and Campion's (2002) comprehensive review of the employment interview literature, over 100 new articles have appeared in journals and books examining the interview.

Presenter

Presentation Notes

So what do we notice – how would we talk about the way the author is presenting the subject – she could have started with this last piece – in the last six years since this comprehensive report – instead, started by really establishing a sense of breadth – is one right or wrong? Would stargint with this last sentence have been WRONG – no, just different – we can talk about the contextualizing that happens in the beginning as the narratio








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How to Write a Literature Review - University of Maryland Libraries · 2019-02-26 · Advancing graduate education. Enhancing the graduate student experience. Consider the connection