Humanities Abstracts

8/11/2019 Humanities Abstracts

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Humanities Abstracts

Margaret C. Andersons Little Review

Sophia Estante and Lorrie Moore (Mentor), English

This research looks at the work of Margaret C. Anderson, the editor of theLittle Review. The review published first works by Sherwood Anderson,James Joyce, Wyndham Lewis, and Ezra Pound. This research draws uponmostly primary sources including memoirs, published letters, and a completecollection of the Little Review. Most prior research on Anderson focuses onher connection to the famous writers and personalities that she published andassociated with. This focus undermines her role as the dominant creativeforce behind one of the most influential little magazines published in the 20thCentury. This case example shows how little magazine publishing is arguablya literary art.

"The Commemoration and Memorialization of theAmerican Revolution

Benjamin Herman and Jean Lee (Mentor), History

This project involves discovering how the American Revolution was

remembered during the nineteenth century. The goal is to show that theAmerican Revolution was memorialized by the actions of the United Statesgovernment during the 1800s. This has been done by examining events suchas the Supreme Court cases of John Marshall and the Nullification Crisis.Upon examination of these events, it becomes clear that John Marshall andJohn Calhoun (creator of the Doctrine of Nullification) attempted to use the

American Revolution to bolster their claims by citing speeches from FoundingFathers. Through showing that the American Revolution lives on in memory,this research highlights the importance of the revolution in shaping the actionsof the United States government.

Social Science Abstracts

Subtype of Autism: Developmental VerbalDyspraxia


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Amanda Babin and Morton Gernbascher (Mentor), Psychology

The purpose of this research is to identify a subtype of autism calledDevelopmental Verbal Dyspraxia (DVD). DVD is a motor-speech problem,disabling oral-motor movements needed for speaking. The first phase of the

project involves a screening interview where we identify DVD and Non-DVDkids. We also use home videos to validate answers on the screeninginterview. The final phase involves home visits where we use severalassessments to confirm the childs diagnosis and examine the connectionbetween manual and oral motor challenges. By identifying DVD as a subtypeof Autism, we will eliminate the assumption that all Autistics have the samecharacteristics. This will allow for more individual consideration of Autisticpeople and may direct future research on the genetic factors in autism.

The Tony Hawk Learning ProjectLauren Silberman and Elisabeth (Betty) Hayes (Mentor), Curriculum &Instruction

The study is to show how even a sport video game can incorporate manytypes of learning, to call attention to what might be overlooked as significantforms of learning, and to understand and take advantage of the opportunitiesvideo games afford as more deliberate learning environments. The aspectsexplored are the skills and techniques required to be successful in the game,

the environment that skaters skate in, the personal vs. group identity that isshown through the general appearance of the skater, and the values andicons that the game teaches players. We are finding that sport video gamessupport learning; we hope to find how one learns about oneself as a learnerfrom playing.

Hard Science Abstracts

Biogeography of Chemical Defense in Birch

Trees

Sarah Brown and Michael Stevens (Mentor), Botany

The Latitudinal Defense Hypothesis predicts that levels of defense are highestnear the equator and decrease toward the poles. This hypothesis is basedmainly on insect herbivory that occurs during the summer. Mammilian


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herbivory in the winter is a more likely driver of plant defense levels innorthern latitudes. Early successional trees such as birches are favored byfire and provide an important food source for mammals like snowshoe hares.In order to test the Latitudinal Defense Hypothesis, we collected birch seedsfrom eight locations in northwestern Canada and grew seedlings in a common

garden. We assessed levels of defense by counting resin glands becauseresin glands are negatively correlated with snowshoe hare preference. Thisresearch will provide valuable information regarding the biogeography ofdefense and address the role of fire in plant-mammal interactions on acontinental scale.

Understanding Cell-Mediated ImmuneResponses Against Simian Immunodeficiency

Virus (SIV)"Sean Spenser and John Loffredo, David Watkins (Mentors), PrimateResearch Center

Each day 14,000 people become infected with HIV/AIDS, making thedevelopment of an effective vaccine one of the worlds top public healthpriorities. David Watkins laboratory is attempting to develop HIV vaccinesthat elicit cellular immune responses utilizing the simian immunodeficiencyvirus (SIV)infected rhesus macaque animal model. A major component of

the cell-mediated immune response are cytotoxic T-lymphocytes (CTL). It isthought that CTL play an important role in controlling HIV and SIV. Moststandard immunological assays do not measure antiviral activity directly,limiting our understanding of CTL effectiveness. To address this, the Watkinslaboratory developed a novel neutralization assay that quantifies the ability ofvirus-specific CTL populations to control viral growth. Evaluating the antiviralactivity of CTL of different specificities will identify those CTL most effectiveagainst SIV. This information will likely impact the design of future HIVvaccines.

The Genetics of Bone Strength in Mice

Jonathan Vu and Robert Blank (Mentor), Endocrinology

The purpose of this study is to identify relationships between the physical andgenetic characteristics of bones in mice. The physical characteristics includesize, density, and the force required to break the bone, while the genetic ones


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are the genes of the marker loci associated with the genes that affect thesequalities. This study uses strains of mice with reduced genetic variation. Thetwo strains of mice that are the most phenotypically extreme, meaning thosewith the strongest and weakest bones, are crossed. The F2 generation fromthat cross is then analyzed. The results of this analysis can be used to find

which genotypes correlate with specific bone properties like size, density, andfailure load. The anticipated outcome of this lab is the identification of thegenotypes that affect bone strength in mice. The findings may be useful intreating medical conditions that are related to bone strength.

Service Project Abstracts

Southeast Asian Political Action Committee:Democracy at Work!

Lauren Breshahan and Marlys Macken (Mentor), Linguistics

Upon receiving the Wisconsin Idea Undergraduate Fellowship the summerand fall 2003 semesters were spent designing and implementing a HmongPolitical Council, Inc. (HPC). The fellowship addressed the immediate needfelt by our local government and the Hmong refugee community to develop a

political voice expressing the economic, political, and social needs of theHmong refugee community. It was implemented through the collaboration ofthe United Refugee Services of Wisconsin, Professor Macken, the Hmongcommunity, and myself. Extensive research was conducted at the local, state,and national level involving the studying of IRS requirements, lobbying rights,other political councils, and the needs of the Wisconsin Hmong community.HPC is now a legal non-profit organization that has held two fundraisers,released press statements, and worked with State and National politicalfigures to address the needs of the Hmong community. Within the year HPCplans to be lobbying at the state level.

Fostering H.O.P.E.: Helping Overcome Povertythrough Education for Teen Moms

Angela Cunningham and Sherrill Sellers (Mentor), Social Work


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This program was designed to address the prevalent issues of teenparenthood and poverty. The idea was to introduce and reinforce theimportance of obtaining a post secondary education to teen mothers in their

junior or senior year of high school. The program ran for eight weeks duringthe summer of 2003. Participants met once a week to participate in group

building activities, get insights to what it will take to finish school, and receiveinformation on services that are available to help them along the way. Theyoung women also had the opportunity to tour the UW and MATC campuses.The participants walked away from the program with a sense of hope that theyare able to pursue their dreams despite their difficult situations.

Visual and Performing Arts Abstracts

Blind Construction: Mixed Media

Diana Dewi, Jennifer Kittleson, and Wendy Hagedorn (Mentor),Apparel and Textile Design

The basis of this project was to create a garment using mixed media in orderto mimic the human body. The materials we used to create this piece include:buckram, copper wire, spray paint, fabric paint, a variety of novelty fabrics,and chains. The techniques we created in order to manipulate the piece

include: fabric branding and burning, grid painting, sewing, draping, moldingbuckram, and coiling. Our overall approach was to create a theatricalwearable art piece. Upon completion of the assignment we found the pieceaesthetically pleasing because of the way it molds to the human body, but canbe a piece all on its own.

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How to Write a PrefaceBy Timothy Sexton, eHow Contributor

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A preface occurs at the beginning of a book or other type of prose document, and outlinessuch elements as the purpose of the book and the scope of information that is containedwithin. It may also contain information relating to the origin of the idea for the book, anexplanation of the perceived audience, and an acknowledgment of those who contributedto the realization of the book.

Other People Are Reading

How to Create a Preface

Rules for Writing a Preface

Things You'll Need

Complete document

List of those to be acknowledged

Instructions1.

o

1

Outline exactly and succinctly what the core purpose of the book is. Reveal the purpose inusually fewer than 50 words by describing why the book was written, taking care toaccurately get across, not just what the book or document is about, but why it matters.Illustrate how the subject has importance in the real world, and place it in the context ofutilitarian usefulness.

o 2
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Explain the genesis of the work to follow. This is the perfect opportunity to further cementthe usefulness of the book by using a personal example of how the topic of the book relatesto real life. Discuss any external input that led to the writing, such as focus groups, surveys,or even just being inspired by a movie or song. Take this chance to draw the reader into

what made the author or authors excited covering this subject.

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o 3Justify the organization of the book or paper by detailing how the book is organized. If theorganization is not done in a strictly linear way, give advice on how any users of the bookmay approach the structure differently. Point out whether any of the sections are optional ortangential to the overall thematic design.

o 4Discuss your sources and their contributions. Explain the use and layout of special featureslike maps, graphs, sidebars and case studies. If there is an accompanying website or othertype of resource that contains further information, mention it and discuss how a reader mayaccess these materials.

o 5Give thanks and acknowledgment to those who provided assistance, inspiration, or help atany point along the way. There are no hard and fast rules for handing out acknowledgment,

but the more formal the document that follows the preface, the less inclined you should be

to hand out thanks to those who did not concretely contribute to the process. For a lessformal book, it is more acceptable to include less conventional acknowledgments.

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lesson plans. In Chapter 5, we focus on establishing an environment and climate that supports

both teachers and students. We provide suggestions for organizing the physical space and for

establishing and introducing classroom rules, guidelines, procedures, and routines. When these

systematic actions are taken, the resulting environment will be more peaceful and productive.

Perhaps the most important aspect of explicit instruction is the delivery of lessons. A teachercan design a perfect lesson plan, but if this plan is delivered in a manner that fails to involve or

engage students, learning will not occur. Because effective delivery of instruction is paramount

in explicit instruction, two chapters are dedicated to this topic. Chapter 6 presents scientifically

validated procedures for gaining responses in small or large groups, with abundant examples to

enliven the procedures. Chapter 7 extends the discussion of delivery skills with an emphasis on

monitoring students responses, providing feedback on correct and incorrect responses, and

maintaining a brisk pace that helps to engage students

Chapter 8 concentrates on a topic too seldom discussed and implemented in classrooms:

appropriate practice, including initial, distributed, and cumulative practice implemented as

independent work or homework. If skills, strategies, vocabulary, concepts, or rules are briefly

introduced without adequate subsequent practice, the result is that students are overexposed

and underdeveloped, lacking the level of mastery and automaticity needed for effortless

performance.

In keeping with the books focus on explicit instruction, we have marshaled the same

procedures in writing each of the chapters. Each teaching procedure is explained, then modeled

with example items and lessons and in some cases contrasted with non-example lessons, and

finally practiced through the application exercises. However, it is difficult to capture in print the

dynamic, interactive nature of instruction. For this reason, we have established a companion

website (www.explicitinstruction.org) where you can watch or download video clips of lessonsillustrating the books procedures. Other materials, such as additional example lessons and

application exercises, are also posted on the website.

You may be wondering: How does this book fit into a series titled What Works for Special-

Needs Learners? The answers are intervention and prevention. First,explicit instruction is at

the heart of scientifically based interventions for special-needslearners in all of the content

areas covered in previous books in this series: word recognition, reading comprehension,

writing, and mathematics. Research(see Chapter 1) has made it very clear that interventions for

special-needs students,whether intensive or strategic, require well-organized,explicit

instruction thatis unambiguous if they are to thrive academically. Second, explicit instruction

isalso at the heart of preventionthose actions taken in our schools to reduce thenumber ofstudents requiring strategic or intensive interventions and to promoteachievement gains across

students. Given that the research supporting explicitinstruction is equally strong in regard to

teaching academic skills, strategies, andconcepts in general education classes (especially in

the areas of reading, writing,and mathematics), initial instruction must be clear, explicit, and

engaging so thatall students can thrive.


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Our desire in writing this book is to support you, the teachers, who have the very demanding

task of delivering instruction on a daily basis, knowing that the fate of childrens academic

growth is truly in your hands. As you read these chapters, including the embedded example

lessons, you will find that they reinforce much of what you already know. Be sure to

acknowledge your current knowledge. In some cases, you will be reminded of a practice that

you are currently not using but could include or reinstate within your daily teaching. Finally, we

hope to expand your knowledge of effective and efficient teaching, for it is our strong belief that

how well you teach = how well they learn.

As you will see, effective and efficient explicit instruction requires that we attend to the details of

instruction because the details do make a significant difference in providing quality instruction

that promotes growth and success. Thus, we must remember our English teachers mantra:

Dont forget to dot youris and cross yourts. (Did you miss the designers humor in creating the

cover?)

With deep respect and humility, we thank you for your dedication to children and our shared

profession.

Anita L. Archer

Charles A. Hughes

Copyright 2011 The Guilford Press. All rights reserved under International Copyright

Convention. No part of this text may be reproduced, transmitted, downloaded, or stored in or

introduced into any information storage or retrieval system, in any form or by any means,

whether electronic or mechanical, now known or hereinafter invented, without the written

permission of The Guilford Press.

Guilford Publications, 72 Spring Street, New York, NY 10012, 212-431-

9800.www.guilford.com/p/archer

http://explicitinstruction.org/?page_id=28
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How to Write an Executive Summary: Why Write It?

Investors, lenders, executives, managers, and CEOs are busy. Always. That means that the

executive summary is an essential gateway for your business plan to get read. Think about it this

way: If you had an endless list of things to do, and someone handed you an 80-page document and

said "Read this!" you'd probably first want to know why.

"The most important reason to include an executive summary is that in many cases, it is the only

thing the reader will read," says Pablo Bonjour, founder and CEO of Katy, Texas-based SMG

Business Plans, a company that offers entrepreneurs assistance in writing business plans.

According to Bonjour, investors will read the executive summary to decide if they will even bother

reading the rest of the business plan. It's rare for an investor or lender to read an entire business

plan, at least in the initial stages of analysis and consideration for funding, so having a strong

executive summary is key.

When you're writing your business plan, your goal is to get your foot in the door and face-time

with the investor. "Assuming that your business is a good fit for the investor, a strong executive

summary will get you invited in for a meeting," Hirai says. "A poor executive summary will leave

you standing in the cold."

Dig Deeper: How to Write a Great Business Plan

How to Write an Executive Summary: The First Paragraph

Just as a movie might begin with a fight scene or a magazine article opens with a funny anecdote,you'll need a strong hook for your executive summary.

"The most important part of an executive summary is the first paragraph that clearly explains what

the company does," according to Dave Lavinsky, president of Growthink, a Los Angeles-based

company that helps entrepreneurs develop business plans and raise capital. "Most business plans

start with a story that tries to create excitement, and this doesn't always work."

One way to think about it, says Hirai, is that your executive summary needs an executive summary.

The first paragraph needs to compel the reader to read the rest of the summary. Perhaps you have acompelling "aha!" moment, so you might start with that. If you've identified a problem in the

marketplace that isn't being adequately serviced, you might start with that, too.

Dig Deeper: Business Executive Summary Template

How to Write an Executive Summary: The Nuts and Bolts
http://www.inc.com/guides/write-a-great-business-plan.htmlhttp://www.inc.com/guides/write-a-great-business-plan.htmlhttp://www.inc.com/tools/business-executive-summary-template.htmlhttp://www.inc.com/tools/business-executive-summary-template.htmlhttp://www.inc.com/tools/business-executive-summary-template.htmlhttp://www.inc.com/guides/write-a-great-business-plan.html


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After describing the elements above, the executive summary should also have a brief financial

summary. For your financials, Bonjour suggests including the valuation of the deal, so that the

reader knows right away what the risks are, and what the returns can be.

Dig Deeper: Executive Summary as a Guiding Light

How to Write an Executive Summary: Strictly Professional or Humorous? What's the

Tone?

This depends on who your readers are. Do your research. If you're presenting your plan to

investors, make sure the language of the executive summary caters to their backgrounds. For

example, if you know your investor has a degree in chemical engineering, your language might be

different from that in the executive summary presented to an investor who studied philosophy.

In other words, "use language that will resonate with your target audience," says Hirai. Don't beafraid to change your executive summary when you present it to different investors. Consider

creating different versions for each audience, he says, but make sure that it's always kept

professional, crisp, and free of any embarrassing errors. Another good tip he gives is to use

personal pronouns (e.g., "we" and "our") over general nouns (e.g., "the company"). Your reader

will feel a stronger personal connection with you, your brand, and your idea if you can relate to

them in the first person.

Don't forget to be confident, either. If the writer does not clearly believe in this company, says

Bonjour, why should the reader believe in it? Put yourself in your reader's shoes, and ask yourselfwhy you would want to invest in a company. "Think about it like a job interview or asking a girl

out on a date," he says. "If you are not confident and don't act like you want it, chances are you

won't get anywhere."

Dig Deeper: ToneCheck: An E-mail App That Edits Your Tone

How to Write an Executive Summary: The Length

Remember, every executive summary is--and should be--unique. Depending on the size of the

business plan or investment proposal you're sending, the executive summary will vary. However,

the general consensus is that an executive summary should be between one and four pages long.

Think logically. A two-page summary can be printed on the front and back of a single page, which

can feel like a professional brochure. And, if you can't tell the essence of your story in a page or

two, says Hirai, then you probably haven't thought things through well enough.
http://www.inc.com/articles/2000/10/14875.htmlhttp://www.inc.com/tech-blog/tonecheck-an-e-mail-app-that-edits-your-tone.htmlhttp://www.inc.com/tech-blog/tonecheck-an-e-mail-app-that-edits-your-tone.htmlhttp://www.inc.com/articles/2000/10/14875.html


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Echoing this thought, Bonjour asserts "you can cheat a bit by using smaller fonts, widening your

margins, shrinking images and tables, but ultimately you need to summarize everything contained

within the executive summary. After all, it is called a 'summary' for a reason."

Dig Deeper: How to Refine Your Business Idea

How to Write an Executive Summary: What to Avoid

"The reason most business entrepreneurs get executive summaries wrong, is that they believe the

goal of the executive summary is to get the investors to give them a check," says Lavinsky. "The

goal of the executive summary is to get the investor to read the business plan or to meet with you."

With that in mind, clear your vocabularies of any superlatives, clichs, or any claims that can't be

backed up, he adds. Avoid using terms like "the best," "groundbreaking," "cutting-edge," and

"world class." "Investors see those words day in and day out," he says, "and eventually they losemeaning."

Dig Deeper: How to Kill a Great Idea!

How to Write an Executive Summary: Is It Any Good?

The most important element to any executive summary is a clear, concise, and relevant explanation

of what your company does. Obviously, you should devote a good portion of your time to reading

and re-reading the summary. But there are some tricks. Dave Lavinksy shares his litmus test: Have

a fifth-grader or any non-investor read your executive summary, even just the first paragraph.

Then, ask them to explain to you what your company does. If they explain it with ease, you'regood. If you hear crickets, you'll need to rework it.

http://www.inc.com/guides/2010/09/how-to-write-an-executive-summary.html
http://www.inc.com/guides/2010/08/how-to-refine-your-business-idea.htmlhttp://www.inc.com/magazine/20070601/features-how-to-kill-a-great-idea.htmlhttp://www.inc.com/magazine/20070601/features-how-to-kill-a-great-idea.htmlhttp://www.inc.com/guides/2010/09/how-to-write-an-executive-summary.htmlhttp://www.inc.com/guides/2010/09/how-to-write-an-executive-summary.htmlhttp://www.inc.com/guides/2010/09/how-to-write-an-executive-summary.htmlhttp://www.inc.com/magazine/20070601/features-how-to-kill-a-great-idea.htmlhttp://www.inc.com/guides/2010/08/how-to-refine-your-business-idea.html


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5. Selected Links to Resources on Writing a Literature Review

Step 1: Review APA guidelines

Read through the links provided below on APA guidelines so that you become

familiar with the common core elements of how to write in APA style: in particular,pay attention to general document guidelines (e.g. font, margins, spacing), title page,

abstract, body, text citations, quotations.

Step 2: Decide on a topic

It will help you considerably if your topic for your literature review is the one on

which you intend to do your final M.Ed. project, or is in some way related to the topic

of your final project. However, you may pick any scholarly topic.

Step 3: Identify the literature that you will review:

1. Familiarize yourself with online databases (see UMD library resource linksbelow for help with this), identifying relevant databases in your field of study.

2. Using relevant databases, search for literature sources using Google Scholarand also searching using Furl (search all sources, including the Furl accounts of

other Furl members). Some tips for identifying suitable literature and

narrowing your search :

1. Start with a general descriptor from the database thesaurus or one thatyou know is already a well defined descriptor based on past work that

you have done in this field. You will need to experiment with differentsearches, such as limiting your search to descriptors that appear only in

the document titles, or in both the document title and in the abstract.

2. Redefine your topic if needed: as you search you will quickly find out ifthe topic that you are reviewing is too broad. Try to narrow it to a

specific area of interest within the broad area that you have chosen

(remember: this is merely anintroductoryliterature review for Educ

7001). It is a good idea, as part of your literature search, to look for

existing literature reviews that have already been written on this topic.

3. As part of your search, be sure to identify landmark or classic studies

and theorists as these provide you with a framework/context for yourstudy.

3. Import your references into your RefWorks account (see:Refworks ImportDirectionsfor guide on how to do this from different databases). You can also

enter references manually into RefWorks if you need to.

Step 4: Analyze the literature
http://web.pdx.edu/~dbls/HowtoWriteLiteratureReview.htmhttp://web.pdx.edu/~dbls/HowtoWriteLiteratureReview.htmhttp://www.duluth.umn.edu/lib/refworks/databases.htmhttp://www.duluth.umn.edu/lib/refworks/databases.htmhttp://www.duluth.umn.edu/lib/refworks/databases.htmhttp://www.duluth.umn.edu/lib/refworks/databases.htmhttp://www.duluth.umn.edu/lib/refworks/databases.htmhttp://www.duluth.umn.edu/lib/refworks/databases.htmhttp://web.pdx.edu/~dbls/HowtoWriteLiteratureReview.htm


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Once you have identified and located the articles for your review, you need to analyze

them and organize them before you begin writing:

1. Overview the articles: Skim the articles to get an idea of the general purposeand content of the article (focus your reading here on the abstract, introduction

and first few paragraphs, the conclusion of each article. Tip: as you skim thearticles, you may want to record the notes that you take on each directly into

RefWorks in the box for User 1. You can take notes onto note cards or into a

word processing document instead or as well as using RefWorks, but having

your notes in RefWorks makes it easy to organize your notes later.

2. Group the articles into categories(e.g. into topics and subtopics andchronologically within each subtopic). Once again, it's useful to enter this

information into your RefWorks record. You can record the topics in the same

box as before (User 1) or use User 2 box for the topic(s) under which you have

chosen to place this article.

3. Take notes:1. Decide on the format in which you will take notes as you read the

articles (as mentioned above, you can do this in RefWorks. You can also

do this using a Word Processor, or a concept mapping program like

Inspiration (free 30 trial download), a data base program (e.g. Access or

File Maker Pro), in an Excel spreadsheet, or the "old-fashioned" way of

using note cards. Be consistent in how you record notes.

2. Define key terms: look for differences in the way keys terms are defined(note these differences).

3.Note key statistics that you may want to use in the introduction to yourreview.

4. Select useful quotes that you may want to include in yourreview.Important: If you copy the exact words from an article, be sure

to cite the page number as you will need this should you decide to use

the quote when you write your review (as direct quotes must always be

accompanied by page references). To ensure that you have quoted

accurately (and to save time in note taking), if you are accessing the

article in a format that allows this, you can copy and paste using your

computer "edit --> copy --> paste" functions. Note: although you may

collect a large number of quotes during the note taking phase of yourreview, when you write the review, use quotes very sparingly. The rule I

follow is to quote only when when some key meaning would be lost in

translation if I were to paraphrase the original author's words, or if using

the original words adds special emphasis to a point that I am making.

5.Note emphases, strengths & weaknesses: Since different research studiesfocus on different aspects of the issue being studied, each article that you
http://www.inspiration.com/freetrial/index.cfmhttp://www.inspiration.com/freetrial/index.cfmhttp://www.inspiration.com/freetrial/index.cfmhttp://www.inspiration.com/freetrial/index.cfm


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read will have different emphases, strengths. and weaknesses. Your role

as a revieweristo evaluate what you read, so that your review is not a

mere description of different articles, but rather a critical analysis that

makes sense of the collection of articles that you are reviewing. Critique

the research methodologies used in the studies, and distinguish between

assertions (the author's opinion) and actual research findings (derivedfrom empirical evidence).

6. Identify major trends or patterns: As you read a range of articles on yourtopic, you should make note of trends and patterns over time as reported

in the literature. This step requires you to synthesize and make sense of

what you read, since these patterns and trends may not be spelled out in

the literature, but rather become apparent to you as you review the big

picture that has emerged over time. Your analysis can make

generalizations across a majority of studies, but should also note

inconsistencies across studies and over time.

7. Identify gaps in the literature, and reflect on why these might exist(based on the understandings that you have gained by reading literature

in this field of study). These gaps will be important for you to address as

you plan and write your review.

8. Identify relationships among studies: note relationships among studies,such as which studies were landmark ones that led to subsequent studies

in the same area. You may also note that studies fall into different

categories (categories that you see emerging or ones that are already

discussed in the literature). When you write your review, you should

address these relationships and different categories and discuss relevantstudies using this as a framework.

9. Keep your review focused on your topic: make sure that the articles youfind are relevant and directly related to your topic. As you take notes,

record which specific aspects of the article you are reading are relevant

to your topic (as you read you will come up with key descriptors that you

can record in your notes that will help you organize your findings when

you come to write up your review). If you are using an electronic form

of note taking, you might note these descriptors in a separate field (e.g.

in RefWorks, put these under User 2 or User 3; in Excel have a separate

column for each descriptor; if you use Inspiration, you might attach aseparate note for key descriptors.

10.Evaluate your references for currency and coverage: Although you canalways find more articles on your topic, you have to decide at what point

you are finished with collecting new resources so that you can focus on

writing up your findings. However, before you begin writing, you must

evaluate your reference list to ensure that it is up to date and has reported


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the most current work. Typically a review will cover the last five years,

but should also refer to any landmark studies prior to this time if they

have significance in shaping the direction of the field. If you include

studies prior to the past five years that arenotlandmark studies, you

should defend why you have chosen these rather than more current ones.

Step 5: Summarize the literature in table or concept map format

1. Galvan (2006) recommends building tables as a key way to help you overview,organize, and summarize your findings, and suggests that including one or

more of the tables that you create may be helpful in your literature review. If

youdoinclude tables as part of your review each must be accompanied by an

analysis that summarizes, interprets and synthesizes the literature that you have

charted in the table. You can plan your table or do the entire summary chart of

your literature using a concept map (such as usingInspiration)

1. You can create the table using the table feature within Microsoft Word,or can create it initially in Excel and then copy and paste/import the the

Excel sheet into Word once you have completed the table in Excel. The

advantage of using Excel is that it enables you to sort your findings

according to a variety of factors (e.g. sort by date, and then by author;

sort by methodology and then date)

2. Examples of tables that may be relevant to your review:1. Definitions of key terms and concepts.2. Research methods3. Summary of research results

Step 6: Synthesize the literature prior to writing your review

Using the notes that you have taken and summary tables, develop an outline of your

final review. The following are the key steps as outlined by Galvan (2006: 71-79)

1. Consider your purpose and voice before beginning to write. In the case of thisEduc 7001 introductory literature review, your initial purpose is to provide an

overview of the topic that is of interest to you, demonstrating your

understanding of key works and concepts within your chosen area of focus.

You are also developing skills in reviewing and writing, to provide afoundation on which you will build in subsequent courses within your M.Ed.

and ultimately in your final project. In your final project your literature review

should demonstrate your command of your field of study and/or establishing

context for a study that you have done.

2. Consider how you reassemble your notes: plan how you will organize yourfindings into a unique analysis of the picture that you have captured in your


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notes.Important:A literature review isnotseries of annotations (like an

annotated bibliography). Galvan (2006:72) captures the difference between an

annotated bibliography and a literature review very well: "...in essence, like

describing trees when you really should be describing a forest. In the case of a

literature review, you are really creating a new forest, which you will build by

using the trees you found in the literature you read."3. Create a topic outline that traces your argument: first explain to the reader your

line or argument (or thesis); then your narrative that follows should explain and

justify your line of argument. You may find the program Inspiration useful in

mapping out your argument (and once you have created this in a concept map

form,Inspirationenables you to convert this to a text outline merely by clicking

on the "outline" button). This can then be exported into a Microsoft Word

document.

4. Reorganize your notes according to the path of your argument5. Within each topic heading, note differences among studies.6. Within each topic heading, look for obvious gaps or areas needing more

research.

7. Plan to describe relevant theories.8. Plan to discuss how individual studies relate to and advance theory9. Plan to summarize periodically and, again near the end of the review10.Plan to present conclusions and implications11.Plan to suggest specific directions for future research near the end of the review12.Flesh out your outline with details from your analysis

Step 7: Writing the review (Galvan, 2006: 81-90)

1. Identify the broad problem area, but avoid global statements2. Early in the review, indicate why the topic being reviewed is important3. Distinguish between research finding and other sources of information4. Indicate why certain studies are important5. If you are commenting on the timeliness of a topic, be specific in describing the

time frame

6. If citing a classic or landmark study, identify it as such7. If a landmark study was replicated, mention that and indicate the results of the

replication8. Discuss other literature reviews on your topic9. Refer the reader to other reviews on issues that you will not be discussing in

details

10.Justify comments such as, "no studies were found."11.Avoid long lists of nonspecific references


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12.If the results of previous studies are inconsistent or widely varying, cite themseparately

13.Cite all relevant references in the review section of thesis, dissertation, orjournal article

Step 8: Developing a coherent essay (Galvan, 2006: 91-96)

1. If your review is long, provide an overview near the beginning of the review2.Near the beginning of a review, state explicitly what will and will not be

covered

3. Specify your point of view early in the review: this serves as the thesisstatement of the review.

4. Aim for a clear and cohesive essay that integrates the key details of theliterature and communicates your point of view (a literature is not a series of

annotated articles).

5. Use subheadings, especially in long reviews6. Use transitions to help trace your argument7. If your topic teaches across disciplines, consider reviewing studies from each

discipline separately

8. Write a conclusion for the end of the review: Provide closure so that the path ofthe argument ends with a conclusion of some kind. How you end the review,

however, will depend on your reason for writing it. If the review was written to

stand alone, as is the case of a term paper or a review article for publication, the

conclusion needs to make clear how the material in the body of the review has

supported the assertion or proposition presented in the introduction. On the

other hand, a review in a thesis, dissertation, or journal article presenting

original research usually leads to the research questions that will be addressed.

9. Check the flow of your argument for coherence.

Reference:

Galvan, J. (2006).Writing literature reviews: a guide for students of the behavioral

sciences( 3rd ed.). Glendale, CA: Pyrczak Publishing.

Resources1. UMD & library resources and links:

1. UMD library research tools:includes links to2. Refworks Import Directions:Links to step-by-step directions on how to

important to Refworks from different databases

2. Writing guidelines:
http://www.duluth.umn.edu/lib/research.htmhttp://www.duluth.umn.edu/lib/research.htmhttp://www.duluth.umn.edu/lib/refworks/databases.htmhttp://www.duluth.umn.edu/lib/refworks/databases.htmhttp://www.duluth.umn.edu/lib/refworks/databases.htmhttp://www.duluth.umn.edu/lib/research.htm


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1. Purdue OWL (Online Writing Lab):A user-friendly writing lab thatparallels with the 5th edition APA manual.

3. APA guidelines:1. APA Style Essentials:overview of common core of elements of APA

style.

2. APA Research Style Crib Sheetis a summary of rules for using APAstyle.

3. APA Style for Electronic Media and URL's:commonly asked questionsregarding how to cite electronic media

4. Examples of literature reviews:1. Johnson, B. & Reeves, B. (2005).Challenges.Literature review chapter

from unpublished master's thesis, University of Minnesota Duluth,

Minnesota.

2. Maguire, L. (2005).Literature reviewfaculty participation in onlinedistance education: barriers and motivators.Online Journal of Distance

Learning Administration, Volume 8, No. 1, Spring 2005. State

University of West Georgia, Distance Education Center.

http://www.duluth.umn.edu/~hrallis/guides/researching/litreview.html
http://owl.english.purdue.edu/owl/resource/560/01/http://owl.english.purdue.edu/owl/resource/560/01/http://www.vanguard.edu/faculty/ddegelman/index.aspx?id=796http://www.vanguard.edu/faculty/ddegelman/index.aspx?id=796http://www.psychwww.com/resource/APA%20Research%20Style%20Crib%20Sheet.htmhttp://www.psychwww.com/resource/APA%20Research%20Style%20Crib%20Sheet.htmhttp://www.apastyle.org/elecref.htmlhttp://www.apastyle.org/elecref.htmlhttp://www.duluth.umn.edu/~breeves/med/chp2.htmlhttp://www.duluth.umn.edu/~breeves/med/chp2.htmlhttp://www.duluth.umn.edu/~breeves/med/chp2.htmlhttp://www.westga.edu/~distance/ojdla/spring81/maguire81.htmhttp://www.westga.edu/~distance/ojdla/spring81/maguire81.htmhttp://www.westga.edu/~distance/ojdla/spring81/maguire81.htmhttp://www.westga.edu/~distance/ojdla/spring81/maguire81.htmhttp://www.westga.edu/~distance/ojdla/spring81/maguire81.htmhttp://www.westga.edu/~distance/ojdla/spring81/maguire81.htmhttp://www.duluth.umn.edu/~hrallis/guides/researching/litreview.htmlhttp://www.duluth.umn.edu/~hrallis/guides/researching/litreview.htmlhttp://www.duluth.umn.edu/~hrallis/guides/researching/litreview.htmlhttp://www.westga.edu/~distance/ojdla/spring81/maguire81.htmhttp://www.westga.edu/~distance/ojdla/spring81/maguire81.htmhttp://www.duluth.umn.edu/~breeves/med/chp2.htmlhttp://www.apastyle.org/elecref.htmlhttp://www.psychwww.com/resource/APA%20Research%20Style%20Crib%20Sheet.htmhttp://www.vanguard.edu/faculty/ddegelman/index.aspx?id=796http://owl.english.purdue.edu/owl/resource/560/01/

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