RESEARCH II

QUARTER II: WEEK 1 - 2

LESSON 1: Review of Related Literature
1. Purpose of related literature
2. Guidelines in writing review of related literature
3. Effective library and internet research
4. Scientific writing: paraphrasing, quoting and summarizing
5. Research ethics (intellectual property rights, plagiarism, etc.
CONTENT STANDARDS: The learner demonstrates understanding of the guidelines and techniques in
writing the Review of Related Literature (RRL), and the bibliography of a scientific investigation
using the required standard style (APA, MLA, Chicago) which are essential in the organization of
relevant information needed in writing the research proposal.
PERFORMANCE STANDARD: The learner should be able to write and present a critique paper on a
science report of his interest from a reputable science journal within the last five (5) years.
LEARNING COMPETENCIES:
The learners should be able to:
1. Gather relevant related literature
2. Use proper citation (in-text citation) using standard format

THE REVIEW OF RELATED LITERATURE

The Review of Related Literature and Studies involves the comprehensive documentation of
published and unpublished materials relevant to the research problems. It considers secondary sources
in various libraries and/or accessing the data through the computer. Some researches of non paramedical
disciplines or social science researches use the term theoretical background in lieu of review of literature.
The Review of Literature otherwise known as Literature Background provides a historical
background/perspective about the study. It serves as a basis for the development of the theoretical
framework/background. It avoids unnecessary duplication of selecting research problems which may
have been done before. Further, it helps give more focus, direction and clarity to the study. Finally, review
of literature familiarizes the reader with previous studies done related to the present topic.
Literature Background consists of ideas or concepts taken from books and documents articles
which are related to the study. The ideas of each author must be stated and after is the surname of the
author and the year of publication of his/her book.
Related studies include findings from previous researches (theses or dissertations) which
are related to the present study. The family name of the author must always be indicated after
each idea and corresponding year of publication.
Literature reviews should be comprehensive and should include all the valid and pertinent papers,
presented in critical fashion. Systematic reviews are prepared with a systematic approach to minimizing
biases and random errors, and include components on materials and methods (Bowling, 2004).

Purposes of a Literature Review (Polit and Beck, 2004)

 Identification of a research problem and development or refinement of research questions or
hypotheses
 Orientation to what is known and not known about an area of inquiry, to ascertain what research
can best make a contribution to the existing base of evidence
 Determination of any gaps or inconsistencies in a body of research
 Determination of a need to replicate a prior study in a different setting or with a different study
population
 Identification or development of new or refined clinical interventions to test through empirical
research
 Identification of relevant theoretical or conceptual frameworks for a research problem
 Identification of suitable designs and data collection methods for a study
 For those developing research proposals for funding, the identification of experts in the field who
could be used as consultants
 Assistance in interpreting study findings and in developing implications and recommendations
Contents of Literature or Theoretical Background can also be taken from different sources.
1. Daily newspapers, popular periodical and magazines are general sources. They provide an
overview of a topic that provides leads where more information can be found
2. Books on specific subjects and reviews of research are secondary sources. They provide a level
of information “once removed” from the original work
3. Journals, abstracts, thesis and dissertations are primary sources. They are original reports of
the original work.
4. Internet / Online Sources can be searched/located through Google, Yahoo!, Bing, etc. These are
the search engines

Steps in writing review of related literature

1. Narrow your topic and select papers accordingly
o Consider your specific area of study. Think about what interests you and what interests
other researchers in your field.
o Talk to your professor, brainstorm, and read lecture notes and recent issues of periodicals
in the field.
o Limit your scope to a smaller topic area (ie. focusing on France's role in WWII instead of
focusing on WWII in general).
2. Search for literature
o Define your source selection criteria (ie. articles published between a specific date range,
focusing on a specific geographic region, or using a specific methodology).
o Using keywords, search a library database.
o Reference lists of recent articles and reviews can lead to other useful papers.
o Include any studies contrary to your point of view.
3. Read the selected articles thoroughly and evaluate them
o Evaluate and synthesize the studies' findings and conclusions.
o Note the following:
 assumptions some or most researchers seem to make
 methodologies, testing procedures, subjects, material tested researchers use
 experts in the field: names/labs that are frequently referenced
 conflicting theories, results, methodologies
 popularity of theories and how this has/has not changed over time
4. Organize the selected papers by looking for patterns and by developing subtopics
o Note the following:
 Findings that are common/contested
 Important trends in the research
 The most influential theories
 Tip: If your literature review is extensive, find a large table surface, and on it place
post-it notes or filing cards to organize all your findings into categories.
 Move them around if you decide that (a) they fit better under different
headings, or (b) you need to establish new topic headings.
o Develop headings/subheadings that reflect the major themes and patterns you detected
5. Develop a thesis or purpose statement
o Write a one or two sentence statement summarizing the conclusion you have reached
about the major trends and developments you see in the research that has been conducted
on your subject.
6. Write the paper
o Follow the organizational structure you developed above, including the headings and
subheadings you constructed.
o Make certain that each section links logically to the one before and after.
o Structure your sections by themes or subtopics, not by individual theorists or researchers.
o Tip: If you find that each paragraph begins with a researcher's name, it might indicate that,
instead of evaluating and comparing the research literature from an analytical point of
view, you have simply described what research has been done.
o Prioritize analysis over description.
 For example, look at the following two passages and note that Student A merely
describes the literature, whereas Student B takes a more analytical and evaluative
approach by comparing and contrasting. You can also see that this evaluative
approach is well signaled by linguistic markers indicating logical connections
(words such as "however," "moreover") and phrases such as "substantiates the
 claim that," which indicate supporting evidence and Student B's ability to synthesize
knowledge.
 Student A: Smith (2000) concludes that personal privacy in their living
quarters is the most important factor in nursing home residents' perception
of their autonomy. He suggests that the physical environment in the more
public spaces of the building did not have much impact on their perceptions.
Neither the layout of the building nor the activities available seem to make
much difference. Jones and Johnstone make the claim that the need to control
one's environment is a fundamental need of life (2001), and suggest that the
approach of most institutions, which is to provide total care, may be as bad as
no care at all. If people have no choices or think that they have none, they
become depressed.
 Student B: After studying residents and staff from two intermediate care
facilities in Calgary, Alberta, Smith (2000) came to the conclusion that except
for the amount of personal privacy available to residents, the physical
environment of these institutions had minimal if any effect on their
perceptions of control (autonomy). However, French (1998) and Haroon
(2000) found that availability of private areas is not the only aspect of the
physical environment that determines residents' autonomy. Haroon
interviewed 115 residents from 32 different nursing homes known to have
different levels of autonomy (2000). It was found that physical structures,
such as standardized furniture, heating that could not be individually
regulated, and no possession of a house key for residents limited their
feelings of independence. Moreover, Hope (2002), who interviewed 225
residents from various nursing homes, substantiates the claim that
characteristics of the institutional environment such as the extent of
resources in the facility, as well as its location, are features which residents
have indicated as being of great importance to their independence.
7. Review your work
o Look at the topic sentences of each paragraph. If you were to read only these sentences,
would you find that your paper presented a clear position, logically developed, from
beginning to end? The topic sentences of each paragraph should indicate the main points of
your literature review.
o Make an outline of each section of the paper and decide whether you need to add
information, to delete irrelevant information, or to re-structure sections.
o Read your work out loud. That way you will be better able to identify where you need
punctuation marks to signal pauses or divisions within sentences, where you have made
grammatical errors, or where your sentences are unclear.
o Since the purpose of a literature review is to demonstrate that the writer is familiar with
the important professional literature on the chosen subject, check to make certain that you
have covered all of the important, up-to-date, and pertinent texts. In the sciences and some
of the social sciences it is important that your literature be quite recent; this is not so
important in the humanities.
o Make certain that all of the citations and references are correct and that you are
referencing in the appropriate style for your discipline. If you are uncertain which style to
use, ask your professor.
o Check to make sure that you have not plagiarized either by failing to cite a source of
information, or by using words quoted directly from a source. (Usually if you take three or
more words directly from another source, you should put those words within quotation
marks, and cite the page.)
o Text should be written in a clear and concise academic style; it should not be descriptive in
nature or use the language of everyday speech.
o There should be no grammatical or spelling errors.
o Sentences should flow smoothly and logically.
(Source: https://guides.lib.uoguelph.ca/c.php?g=130964&p=5000948)

Guidelines for Critiquing Research Literature Reviews

1. Does the review seem thorough – does it include all or most of the major studies conducted on the
topic? Does it include recent work?
2. Does the review cite primarily primary sources (the original studies)?
 3. Is the review merely a summary of existing work, or does it critically appraise and compare key
studies? Does the review identify important gaps in the literature?
4. Does the review use appropriate language, suggesting the tentativeness of prior findings? Is the
review objective?
5. Is the review well organized? Is the development of ideas clear?
6. Does the review lay the foundation for undertaking the new study?
(from Polit and Beck, 2004)

QUOTING, PARAPHRASING, AND SUMMARIZING

What are the differences among quoting, paraphrasing, and summarizing?
These three ways of incorporating other writers' work into your own writing differ according to
the closeness of your writing to the source writing.
Quotations must be identical to the original, using a narrow segment of the source. They must
match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase
must also be attributed to the original source. Paraphrased material is usually shorter than the original
passage, taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main
point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are
significantly shorter than the original and take a broad overview of the source material.

Why use quotations, paraphrases, and summaries?

Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .
 Provide support for claims or add credibility to your writing
 Refer to work that leads up to the work you are now doing
 Give examples of several points of view on a subject
 Call attention to a position that you wish to agree or disagree with
 Highlight a particularly striking phrase, sentence, or passage by quoting the original
 Distance yourself from the original by quoting it in order to cue readers that the words
are
not your own
 Expand the breadth or depth of your writing
Writers frequently intertwine summaries, paraphrases, and quotations. As part of a summary of
an article, a chapter, or a book, a writer might include paraphrases of various key points blended with
quotations of striking or suggestive phrases as in the following example:

In his famous and influential work On the Interpretation of Dreams, Sigmund Freud argues that
dreams are the "royal road to the unconscious" (page #), expressing in coded imagery the dreamer's
unfulfilled wishes through a process known as the "dream work" (page #). According to Freud, actual but
unacceptable desires are censored internally and subjected to coding through layers of condensation and
displacement before emerging in a kind of rebus puzzle in the dream itself (page #s).

How to use quotations, paraphrases, and summaries

Practice summarizing the following essay, using paraphrases and quotations as you go. It might be
helpful to follow these steps:
 Read the entire text, noting the key points and main ideas.
 Summarize in your own words what the single main idea of the essay is.
 Paraphrase important supporting points that come up in the essay.
 Consider any words, phrases, or brief passages that you believe should be quoted directly.

There are several ways to integrate quotations into your text. Often, a short quotation works well
when integrated into a sentence. Longer quotations can stand alone. Remember that quoting should be
done only sparingly; be sure that you have a good reason to include a direct quotation when you decide
to do so. You'll find guidelines for citing sources and punctuating citations at our documentation guide
pages.

Paraphrase: Write it in Your Own Words

A paraphrase is...
 your own rendition of essential information and ideas expressed by someone else, presented in
a
new form.
  one legitimate way (when accompanied by accurate documentation) to borrow from a source.
 a more detailed restatement than a summary, which focuses concisely on a single main idea.

Paraphrasing is a valuable skill because...

 it is better than quoting information from an undistinguished passage.
 it helps you control the temptation to quote too much.
 the mental process required for successful paraphrasing helps you to grasp the full meaning of
the original.

6 Steps to Effective Paraphrasing

1. Reread the original passage until you understand its full meaning.
2. Set the original aside, and write your paraphrase on a note card.
3. Jot down a few words below your paraphrase to remind you later how you envision using this
material. At the top of the note card, write a key word or phrase to indicate the subject of
your paraphrase.
4. Check your rendition with the original to make sure that your version accurately expresses all
the essential information in a new form.
5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly
from
the source.
6. Record the source (including the page) on your note card so that you can credit it easily if you
decide to incorporate the material into your paper.

Some examples to compare

The original passage:

Students frequently overuse direct quotation in taking notes, and as a result they overuse
quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear
as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source
materials while taking notes.
Lester, James D.Writing Research Papers. 2nd ed. (1976): 46-47.

A legitimate paraphrase:
In research papers students often quote excessively, failing to keep quoted material down to a
desirable level. Since the problem usually originates during note taking, it is essential to minimize the
material recorded verbatim (Lester 46-47).

An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the
amount of quoted material in a research paper (Lester 46-47).

A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of them
in the final research paper. In fact, probably only about 10% of the final copy should consist of directly
quoted material. So it is important to limit the amount of source material copied while taking notes.

(Source: http://www.hardin.k12.ky.us/)
(NOTE: ONLY RETURN THE WORKSHEETS UPON RETRIEVAL OF MODULES)
 ACTIVITY NO. 2.1
QUARTER 2 WEEK 1-2

NAME: ___________________________________________________________________ GRADE & SECTION: ____________________

DATE: ____________________________________

Instruction: Answer the following briefly.

1. Why is there a need to review literatures when conducting a research?

Reviewing the literature lets you see what came before, and what did and didn't work for other
researchers. To demonstrate your understanding, and your ability to critically evaluate research in the
field. To provide evidence that may be used to support your own findings.

2. Why should researchers document their sources of the literatures which are cited in their studies?

Citing or documenting the sources used in your research serves three purposes: It gives proper credit to
the authors of the words or ideas that you incorporated into your paper. It allows those who are reading
your work to locate your sources, in order to learn more about the ideas that you include in your paper.

3. Write a review of related literature (at least 3 paragraphs). (Topic: select from one of the titles you
have submitted)
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ACTIVITY NO. 2.2

QUARTER 2 WEEK 1-2
NAME: ___________________________________________________________________ GRADE & SECTION: ____________________
DATE: ____________________________________

Cite at least 3 studies from the Internet. Cite the findings / conclusions of a previous study from
online journals or websites. (Topic: select from one of the titles you have submitted)

1. Twenty-five compounds were tentatively identified for the first time in the native A. vera from Pica,
Tarapacá Region, in Chile using UHPLC-Orbitrap-ESI-MS. Four were cinnamic acids and derivatives
(peaks 2, 3, 9, and 25), four chromones (peaks 1, 13, 15, and 21), nine anthracene compounds and
derivatives (peaks 4, 7, 10, 14, 16, 17, 18, 19 and 22), seven flavonoids (peaks 5, 6, 8, 11, 12, 20, and 23)
and an oxylipin (peak 24).

The UHPLC fingerprints obtained indicate that the methodology developed in this study was appropriate
for the analysis of A. vera from the Atacama Desert. This is the first study reporting a tentative
identification of several phenolic compounds in this species. These findings could be used as quality
control for the plant and for the chemical comparison with other Aloe species, as well as with cosmetics
or dietary products made from the raw material.

The highest antioxidant activity was observed in the peel in the three assays used (measurement of
DPPH•, ABTS•+, and FRAP resulting in 2.43 ± 0.14 mM ET/g MF, 34.32 ± 2.60 mM ET/g MF, and 3.82 ±
0.23 mM ET/g MF, respectively). The antioxidant capacity could be related to the presence of several
phenolic compounds that were identified in the peel, being higher than in the other parts of A. vera.
Based on these results, we could say that the waste material of the Aloe husk could be used more
sustainably, which until now had not been used, given that the highest antioxidant activity was found in
this part of the plant.

Author: Cristina Quispe

Source/website:mailto:https://www.hindawi.com/journals/jchem/2018/6123850/
Date downloaded/retrieved: February,12,2021
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 ACTIVITY NO. 2.3
QUARTER 2 WEEK 1-2

NAME: ___________________________________________________________________ GRADE & SECTION: ____________________

DATE: ____________________________________

Paraphrasing is a verbal summary of the key ideas of your partner’s message that helps you check
the accuracy of your understanding.
It is not a word-for-word repetition of what the speaker has said, nor do you need to summarize
the content of each phrase or minor detail (Beebe, Beebe & Redmond 2006, Interpersonal
communication: relating to others).

A. Read the original text below. Encircle the words that you think are specialized words or words
that should not be changed when paraphrasing. Underline the words which should be changed.

The United States, Germany, Japan and other industrial powers being transformed from industrial
economies to knowledge and information based service economies, whilst manufacturing has been
moving to low wage countries. In a knowledge and information based economy, knowledge and
information are the key ingredients in creating wealth.

(Source: Laudon & Laudon 2002, Management Information Systems: Managing the Digital Firm, Prentice
Hall, New Jersey)

B. Read the two paraphrases of the original text below. Select the statement that describes the
most appropriate paraphrase by encircling the letter of the correct answer.

Paraphrase 1
The United States, Germany, Japan and other economies are being dramatically changed from
industrial to knowledge and information based service economies as manufacturing shifts to countries
where the wages are low cost. In a knowledge and information based economies, knowledge and
information are the focus in economic growth (Laudon & Laudon 2002).

Paraphrase 2
There has been a dramatic change in economies such as the United States, Japan and Germany
from industrial to service economies involved in knowledge and information. As manufacturing shifts to
countries where wages are low, economic growth and information economies must focus on knowledge
and information production (Laudon & Laudon 2002).

a) Paraphrase 1 is acceptable because it closely follows the sentence structure of the original.
b) Both paraphrases are acceptable because some of the keywords have been changed.
c) Paraphrase 2 is not acceptable because the sentence structure has been changed.
d) Paraphrase 2 is acceptable because both the sentence structure and the keywords have been
changed.
e) Paraphrase 2 is unacceptable because the subject of the first sentence is different from the
original, i.e. ‘dramatic change’ rather than “the United States, Germany and Japan’.

C. Find the words in paraphrase 2 that replaces the key words in the original text underlined
below.
The United States, Germany, Japan and other industrial powers being transformed from industrial
economies to knowledge and information based service economies, whilst manufacturing has been
moving to low wage countries. In a knowledge and information based economy, knowledge and
information are the key ingredients in creating wealth.
other industrial powers = ________________________
transformed = ________________________
whilst = ________________________
has been moving = ________________________
low wage countries = ________________________
key ingredients = ________________________

D. Build a paraphrase. Read the original text below and build a paraphrase from the selection of
phrases provided.

Information systems make it possible to adopt flatter, more decentralized structures are more
flexible arrangements for employees and management. Organizations are trying to become more
competitive and efficient by transforming themselves into digital firms where nearly all core business
process and relationships with customers, suppliers and employees are digitally managed (Laudon &
Laudon 2002)

How would you begin your paraphrase?

Business can develop…
a) more decentralized structures,
b) flatter, less centralized structures
c) centralized arrangements

Write your Paraphrase Here:

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Directions: On a separate piece of paper, write a paraphrase of each of the following passages. Try
not to look back at the original passage.

1. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it
exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water
around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool
both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened
by human activity." From "Captain Cousteau," Audubon (May 1990):17.

2. The twenties were the years when drinking was against the law, and the law was a bad joke because
everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled
the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while
jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie
became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and
short skirts, she symbolized, perhaps more than anyone or anything else, America's break with the past.
From Kathleen Yancey, English 102 Supplemental Guide (1989): 25.

3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of
those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk
of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. From
"Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348.

4. Matisse is the best painter ever at putting the viewer at the scene. He's the most realistic of all modern
artists, if you admit the feel of the breeze as necessary to a landscape and the smell of oranges as essential
to a still life. "The Casbah Gate" depicts the well-known gateway Bab el Aassa, which pierces the southern
wall of the city near the sultan's palace. With scrubby coats of ivory, aqua, blue, and rose delicately fenced
by the liveliest gray outline in art history, Matisse gets the essence of a Tangier afternoon, including the
subtle presence of the bowaab, the sentry who sits and surveys those who pass through the gate. From
Peter Plagens, "Bright Lights." Newsweek (26 March 1990): 50.