Томский Политехнический университет

Кафедра иностранных языков института кибернетики

Методические рекомендации для магистров ИК

по написанию литературного обзора

Автор-составитель:

Томск 2011 Everything written with vitality, expresses that vitality, there are no dull subjects, only dull minds.

Raymond Chandler

The simple art of murder

C:\Documents and Settings\Teacher\докууументы\4 курс\annotations\information.gifВертикальный I GENERAL IDEA

The literature review is the selection of available documents (both published and unpublished) on the topic, which contain information, ideas, data and evidence. This selection is written from a particular standpoint to fulfil certain aims or express certain views on the nature of the topic and how it is to be investigated, and the effective evaluation of these documents in relation to the research being proposed.

A literature review surveys existing research, (scholarly articles, books, dissertations, conference proceedings etc), relevant to your area of study. A literature review (Russian: обзор литературы, реферат) is not a summary, rather it is an evaluation of each work, the relationships between different works, and how they relate to your research. A literature review almost always forms a chapter of a thesis or dissertation and is thus an essential part of the research process.

The opportunity to prepare a review or a longer review article is sometimes open to an engineer with highly specialised knowledge. It is true that editors like to have a recognised name at the end of such an article, but it is not always possible to find one, especially if time is short. In writing a review, it is important to be as impartial as possible and write in a balanced way, with criticism backed up by examples, however strongly the reviewer feels about the author’s handling of the subject.

НЕ нашли? Не то? Что вы ищете?

Besides enlarging your knowledge about the topic, writing a literature review lets you gain and demonstrate skills in two areas:

1. information seeking: the ability to scan the literature efficiently, using manual or computerized methods, to identify a set of useful articles and books

2. critical appraisal: the ability to apply principles of analysis to identify unbiased and valid studies.

The following are the characteristics of a literature review:

C:\DocumentsA ‘good’ literature review…..

….. is a synthesis of available research

….. is a critical evaluation

….. has appropriate breadth and depth

….. has clarity and conciseness

….. uses rigorous and consistent methods

C:\DocumentsA ‘poor’ literature review is…..

…..an annotated bibliography

….. confined to description

….. narrow and shallow

….. confusing and longwinded

….. constructed in an arbitrary way

A literature review is not an annotated bibliography, nor should it be just a series of disjointed paragraphs, each summarizing a different article or book. The literature you identify must be read, summarized, discussed, synthesized and analyzed, not just listed. In other words, you will need to identify the key issues or questions that will be part of your thesis and then structure your literature review around those issues or questions.

C:\Documents and Settings\Teacher\докууументы\4 курс\annotations\_question.jpgComprehension questions (Checklist)

1  What is a literature review?

2  How do you usually write what in Russian called “реферат”?

3  Is it necessary to discover new things in the researched field?

4  What skills does review writing develop?

5  What requirements should the literature review meet?

C:\Documents and Settings\Teacher\докууументы\4 курс\annotations\Boy writing clip art.jpg TASK 1 Watch the video and say

1  What should you remember first while writing a literature review?

2  What information does the literature review include?

3  Will your review be useful for those interested in your topic? What information can they acquire from it?

4  What does the speaker expect from his students to do while writing a literature review?

5  Is copying appropriate in literature review?

II PURPOSE

The purpose of a literature review is to show "that the writer has studied existing work in the field with insight" (Haywood and Wragg, 1982). It is not enough merely to show what others in your field have discovered. You need to view the work of others with insight to review critically. An effective review analyses and synthesizes material, and it should meet the following requirements:

·  define and limit the problem you are working on,

·  compare and contrast different authors' views on an issue,

·  group authors who draw similar conclusions,

·  criticise aspects of methodology,

·  note areas in which authors are in disagreement,

·  show how your study relates to previous studies,

·  conclude by summarising what the literature says;

·  evaluate promising research methods,

·  relate your findings to previous knowledge and suggest further research.

A literature review must do these things:

o  be organized around and related directly to the thesis or research question you are developing

o  synthesize results into a summary of what is and is not known

o  identify areas of controversy in the literature

o  formulate questions that need further research

As can be seen from the purposes above, the literature review is an exploration of an area, which at best will provide definition and a framework for a piece of research. The idea of the literature review is to develop a good working knowledge of the research in a particular area. The final written review should reflect the results of this preliminary research. So, a good literature review raises questions and identifies areas to be explored.

C:\Documents TASK 2 In groups brainstorm the topics for literature reviews close to your future specialism. Discuss in class.

II STRUCTURE

A literature review usually has the following sections:

·  title page

·  abstract

·  introduction

·  body (problems, methods, results,)

·  conclusion

·  references

·  tables/figures


Title page

See Appendix 2

Abstract

·  summarise the content of your review

·  concentrate on the objectives, methods, results

·  write 1 paragraph only (120-150 words)

Introduction

·  define the topic, providing an appropriate context for reviewing the literature telling why it is interesting and important. Give your overall impression

·  establish writer's reasons (point of view) for reviewing the literature

·  explain the organisation of the review (sequence)

·  state what literature is and is not included (scope)

Body

·  group the literature according to common themes

·  provide insight into relationship between central topic and a larger area (i. e. discipline)

·  proceed from the general, wider view of the research under review to the specific problem

Conclusion

·  summarise major contributions of the literature

·  evaluate the current "state of the art" literature reviewed

·  point out major flaws, or gaps in research

·  outline issues pertinent to future study

III The Research Stages in Conducting a Literature Review

Research stage

Public presentation

What information should be included in the review report?

Applying editorial criteria to separate important from unimportant information.

Analysis and

interpretation

What proceduresshould be used to make inferences about the literature as a whole?

Synthesizing valid retrieved studies.

Data evaluation

What retrieved evidence should be included in the review?

Applying criteria to separate “valid” from “invalid” studies.

Data collection

What procedures should be used to find relevant evidence?

Determining which sources of potentially relevant sources to examine.

Problem formation

What evidence should be included in the review?

Constructing definitions that distinguish relevant from irrelevant studies.

Stage Characteristics

Research questions

asked

Primary

function

n review

Differences in guidelines for editorial judgment.

1. Omission of review procedures might make conclusion irreproducible.

2. Omission of review findings and study procedures might make conclusions obsolete.

Differences in the rules of inference.

*****les for distinguishing patterns from noise might be inappropriate.

2. Review-based evidence might be used to infer causality.

1. Differences in quality criteria.

2. Differences in the influence of non-quality criteria.

1. Nonequality factors might cause improper weighting of study formation.

2. Omissions in study reports might make conclusions unreliable.

Differences in the research contained in sources of information.

1. Accessed studies might be qualitatively different from the target population of studies.

2. People sampled in accessible studies might be different from target population of people.

1. Differences in included operational definitions.

2. Differences in operational detail.

1. Narrow concepts might make review conclusions less definitive and robust.

2. Superficial operational detail might obscure interacting variables.

Procedural differences

that create variation

in review conclusion

Sources of potential invalidity i

n review conclusions

Tips on structure

A common error in literature reviews is for writers to present material from one author, followed by information from another, then another.... The way in which you group authors and link ideas will help avoid this problem. To group authors who draw similar conclusions, you can use linking words such as: also, additionally, again, similarly.

When authors disagree, linking words that indicate contrast will show how you have analysed their work. Words such as: however, conversely, on the other hand, nonetheless will indicate to your reader how you have analysed the material. At other times you may want to qualify an author's work (using such words as specifically, usually or generally) or use an example (thus, namely, to illustrate). In this way you ensure that you are synthesising the material, not just describing the work already carried out in your field.

Another major problem is that literature reviews are often written as if they stand alone, without links to the rest of the thesis. There needs to be a clear relationship between the literature review and the hypothesis and methodology to follow. At the end of your review, include a summary of what the literature implies.

(The full list of linking devices is appended in appendix 1)

C:\Documents and Settings\Teacher\докууументы\4 курс\annotations\Boy writing clip art.jpgTask 3 Choose the correct word(s) to complete each sentence.

1.

Her salary is higher than mine ____________ we do the same work. 

  A  

although

  B  

despite

  C  

however

2.

It must be finished before tomorrow __________ long it takes.

  A  

whatever

  B  

no matter

  C  

however

3.

The rule applies to all employees __________ of their position. 

  A  

whatever

  B  

irrespective

  C  

inconsiderate

4.

It will take place outdoors, __________ it rains or not. 

  A  

if

  B  

in spite of

  C  

whether

5.

He organized the trip ___________ of the danger.

  A  

regardless

  B  

inattentive

  C  

remindless

6.

You must attend the meeting ____________ he'll be very annoyed.

  A  

otherwise

  B  

nevertheless

  C  

unless

7.

The country is at war. ______________ it is underdeveloped. 

  A  

Additionally

  B  

Furthermore

  C  

As well

8.

Nobody was listening anymore; _________ the lecture continued. 

  A  

notwithstanding

  B  

regardless

  C  

nevertheless

REMEMBER THE FOLLOWING ABOUT THE LITERATURE REVIEW:

·  it is not a descriptive list of the information gathered

·  it is not a summary of one piece of literature after another

·  the review must be defined by a guiding concept (e. g. essay question, research objective, etc.)

·  your purpose is to convey to the reader what knowledge and ideas have been established on a topic - what are the strengths and weaknesses

·  organise the information gathered into sections that present themes.

·  do not attempt to list all published material, but rather synthesise and evaluate the literature according to your guiding concept

IV BEFORE WRITING STEPS

The following steps will help you organize information properly before writing:

1  Find models

Look for other literature reviews in your area of interest or in the discipline and read them to get a sense of the types of themes you might want to look for in your own research or ways to organize your final review. You can simply put the word "review" in your search engine along with your other topic terms to find articles of this type on the Internet or in an electronic database. The bibliography or reference section of sources you've already read are also excellent entry points into your own research.

2  Narrow your topic

There are hundreds or even thousands of articles and books on most areas of study. The narrower your topic, the easier it will be to limit the number of sources you need to read in order to get a good survey of the material. You are not expected to read everything that's out there on the topic, but you'll make your job easier if you first limit your scope.

3  Consider whether your sources are current

Some disciplines require to use information that is as current as possible. Information even two years old could be obsolete. However, if you are writing a review in the humanities, history, or social sciences, a survey of the history of the literature may be what is needed, because what is important is how perspectives have changed through the years or within a certain time period. Try sorting through some other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to consider what is "hot" and what is not.

4  Begin composing

Once you've settled on a general pattern of organization, you're ready to write each section. There are a few guidelines you should follow during the writing stage as well.

5  Use evidence

In the example above, the writers refer to several other sources when making their point. A literature review in this sense is just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence to show that what you are saying is valid.

6  Be selective

Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the review's focus, whether it is thematic, methodological, or chronological.

7  Use quotes sparingly

Do not use any direct quotes. That is because the survey nature of the literature review does not allow for in-depth discussion or detailed quotes from the text. Some short quotes here and there are okay, though, if you want to emphasize a point, or if what the author said just cannot be rewritten in your own words. Notice that Falk and Mills do quote certain terms that were coined by the author, not common knowledge, or taken directly from the study. But if you find yourself wanting to put in more quotes, check with your instructor.

8  Summarize and synthesize

Remember to summarize and synthesize your sources within each paragraph as well as throughout the review. The authors here recapitulate important features of Hamilton's study, but then synthesize it by rephrasing the study's significance and relating it to their own work.

9  Keep your own voice

While the literature review presents others' ideas, your voice (the writer's) should remain front and center. Weave references to other sources into their own text but maintain your own voice by starting and ending the paragraph with your own ideas and their own words.

10  Use caution when paraphrasing

When paraphrasing a source that is not your own, be sure to represent the author's information or opinions accurately and in your own words.

11  Revise, revise, revise

Draft in hand? Now you're ready to revise. Spending a lot of time revising is a wise idea, because your main objective is to present the material, not the argument. Then, just as you would for most other academic forms of writing, rewrite or rework the language of your review so that you've presented your information in the most concise manner possible. Finally, double check that you've documented your sources and formatted the review appropriately for your discipline.

V USEFUL TIPS FOR WRITING

Paraphrasing

Paraphrasing means taking another person's ideas and putting those ideas in your own words. Paraphrasing does NOT mean changing a word or two in someone else's sentence, changing the sentence structure while maintaining the original words, or changing a few words to synonyms. If you are tempted to rearrange a sentence in any of these ways, you are writing too close to the original. That's plagiarizing, not paraphrasing.

C:\Documents TASK 4 Write a paraphrase of each of the following passages. Try not to look back at the original passage.

1 The original HTML together with many associated protocols such as HTTP were developed by Berners-Lee. At the time, HTML was not a specification, but a collection of tools to solve an immediate problem: the communication and dissemination of ongoing research between Berners-Lee and a group of his colleagues. Later his solution, combined with the emerging international and public Internet, attracted worldwide attention. Nowadays Sir Tim Berners-Lee directs World Wide Web Consortium (W3C), which develops and maintains standards for the Web effective running.

2 The special properties of nanoparticles come from their high surface-area-to-volume ratio. They also have a considerably higher percentage of atoms on their surface compared to bulk particles, which can make them more reactive. These man-made materials can be found in a vast array of consumer products, including paints and sunscreens, as well as in water treatment plants and drug delivery systems.

3 Alan Cooper is widely regarded as the father of Visual Basic. In 1987, Cooper was a director at Coactive Computing Corporation where he developed ”Tripod,” an improved shell/desktop for the fledgling Windows operating system. After initial testing, Cooper realized that “every user would need their own personal shell, configured to their own needs and skill levels.” The idea of a “shell construction set” was born. There would be a palette of tools and controls, which users could drag & drop onto forms to create their custom shell.

4 Users and security researchers had taken Apple to task for not only shipping Snow Leopard with an outdated and vulnerable version of Flash Player, but also for silently "downgrading" once-secure editions when Macs were updated to the new operating system.

Mac OS X 10.6.1 packaged nine patches for Flash vulnerabilities, some of which could result in "arbitrary code execution," Apple-speak of a critical flaw that attackers could exploit to grab control of a Mac. According to the corresponding Adobe security advisory, six of the nine flaws could be considered critical.

5 Businesses are increasingly the target of both competitors and the curious. Even computer companies like Apple Computer are not immune to attacks by computer criminals. In December 1987, Apple Computer found a virus in its electronic mail system. The virus succeeded in shutting down the system and erasing all of Apple’s voice mail. Apple also reported that computer criminals may have reverse-engineered the highly secret code that underlines its Macintosh computers. This copy-righted and seemingly highly protected code could be used to build a clone of the Macintosh computer.

Plagiarism

Plagiarism of ideas occurs when you paraphrase facts or arguments without citation. Anything you get from a book, even if you write it in your own words, needs to have a citation or footnote.

Plagiarism of words happens when you copy another author exactly without putting the words in quotation marks. This type of plagiarism may occur in conjunction with plagiarism of ideas, or on its own. Even if you provide citation information, you also need to put the text in quote marks, or you will be plagiarising. Citations of quotations ought to include page numbers.

C:\Documents and Settings\Teacher\докууументы\4 курс\annotations\Boy writing clip art.jpg TASK 5 Read the paragraph and choose which paraphrase (1-3) below is a legitimate, acceptable and plagiarized version of it.

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.

1 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).

2 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.

3 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).

Wordiness

Sometimes the problem isn't choosing exactly the right word to express an idea—it's being "wordy," or using words that your reader may regard as "extra" or inefficient.

Keep an eye out for wordy constructions in your writing and see if you can replace them with more concise words or phrases.

Wordy constructions such as cliches, qualifiers, and redundant pairs are easy to fix once you recognize your tendency to use them. Read several of your old papers and see if you can locate any of these tendencies or consider whether they have become a habit for you in your writing.

C:\Documents and Settings\Teacher\докууументы\4 курс\annotations\Boy writing clip art.jpg TASK 6 Match the words on the left with their shorter substitutes on the right:

1  I came to the realization that

a  If

2  She is of the opinion that

b  Then

3  Concerning the matter of

c  During

4  During the course of

d  Before

5  In the event that

e  Always

6  In the process of

f  Although

7  Regardless of the fact that

g  About

8  Due to the fact that

h  Because

9  In all cases

i  I realized that

10  Prior to

j  During, while

11  At that point in time

k  She thinks that

The list of stock phrases and their shorter variants is given in Appendix 2.

C:\Documents and Settings\Teacher\докууументы\4 курс\annotations\Boy writing clip art.jpg TASK 7 Study the examples and mark correct as V, incorrect as X.

1

Bit-stream interpretation requires external description of stored structures. Stored descriptions are enclosed, not external.

Interpretation of bit-streams requires external information such as descriptions of stored structures. Such descriptions are themselves data, and if stored with the bit-stream become part of it so that further external information is required.

2

Several of the system’s components are working.

The status of the system is such that a number of components are now able to be operated.

3

Memory can be accessed quickly then disk.

In respect to the relative costs, the features of memory mean that with regard to systems today disk has greater associated expense for the elapsed time requirements of tasks involving access to stored data.

C:\Documents TASK 8 Answer the questions to make your review better:

1  1 What is the specific thesis, problem, or research question that my literature review helps to define?

2  What type of literature review am I conducting? Am I looking at issues of theory? methodology? policy? quantitative research? qualitative research?

3  What is the scope of my literature review? What types of publications am I using (e. g., journals, books, government documents, popular media)? What discipline am I working in (e. g., nursing psychology, sociology, medicine)?

4  How good was my information seeking? Has my search been wide enough to ensure I’ve found all the relevant material? Has it been narrow enough to exclude irrelevant material? Is the number of sources I’ve used appropriate for the length of my paper?

5  Have I critically analysed the literature I use? Do I follow through a set of concepts and questions, comparing items to each other in the ways they deal with them? Instead of just listing and summarizing items, do I assess them, discussing strengths and weaknesses?

6  Have I cited and discussed studies contrary to my perspective?

7  Will the reader find my literature review relevant, appropriate, and useful?

References

A reference should be relevant, up-to-date, it should be reasonably accessible and it should be necessary – don’t add citations just to pad bibliography. Claims, statements of fact, discussion of the previous work should be supported with reference.

Be careful to add your own idea or opinion as continuation of citation, beware of statements that can be interpreted as negative. Put the number of reference after author’s idea ends.

Robinson’s theory suggests that fast access is possible but he did not perform experiments to confirm his results [22].

X

Robinson’s theory suggests that fast access is possible [22] but as yet there’s no experimental confirmation.

V

C:\Documents TASK 9 Study the examples of references and use them in your own work.

1 According to Dawson (1981) stable graphs has been shown to be closed.

2 According to Kelly (1959, as quoted by Dawson, 1981), stable graphs are closed.

References that are discussed should not be anonymous:

Other work [16] has used an approach in which…

X

Marsden [16] has used an approach in which …

Other work (Marsden, 1991) has used an approach in which…

V

Avoid unnecessary discussion of references:

Several authors have considered the problem of unbounded delay. We cite. For example, Hong and Lu (1991) and Wesley (1987).

X

Several authors have considered the problem of unbounded delay (Hong and Lu 1991; Wesley 1987).

V

When discussing a reference with more than three authors, all but the first author’s name can be replaced by ‘et al’.

Howers, Mann, Thompson and Wills [11] provide another example.

V

Howers et al [11] provide another example.

V

The journal name should be given in full and author names, paper title, year, volume, number and pages must be provided. Consider also giving the month.

T. Wendel “Completeness of open negation in quasi-inductive programms”, J. Dd. lang., 34.

X

T. Wendel “Completeness of open negation in quasi-inductive programms”, ICSS Journal of Deductive languages, 34(3): 217-222, November, 1994.

V

APPENDIX 1 Useful phrases

The paper deals with ….

The investigation (the research) is carried out ….

The experiment (analysis) is made ….

The measurements (calculations) are made ….

The research includes (covers, consists of) ….

The data (the results of …) are presented (given, analyzed, compared with, collected)

The results agree well with the theory ….

The results proved to be interesting (reliable) ….

The new theory (technique) is developed (worked out, proposed, suggested)

The new method (technique) is discussed (tested, described, shown) ….

This method (theory) is based on ….

This method is now generally accepted ….

The purpose of the experiment is to show ….

The purpose of the research is to prove (test, develop, summarize,) ….

Special attention is paid (given) to ….

Some factors are taken into consideration (account) ….

Some factors are omitted (neglected) ….

The scientists conclude (come to conclusion) ….

The paper (instrument) is designed for ….

The instrument is widely used ….

A brief account is given of ….

Reference is made to ….

The author gives a review of ….

There are several solutions of the problem ….

There is some interesting information in the paper ….

It is expected (observed) that ….

It is reported (known, demonstrated) that ….

It appears (seems, proves) that ….

It is likely (certain, sure) ….

It is possible to obtain ….

It is necessary to introduce ….

It is impossible to account for ….

It should be remembered (noted, mentioned) ….

APPENDIX 2

Single words to replace stock phrases

the reason for

because, since, why

for the reason that

due to the fact that

owing to the face that

in light of the fact that

considering the fact that

on the grounds that

despite the fact that

although, even though

regardless of the fact that

in the event that

if

if it should happen that

under circumstances in which

on the occasion of

when

in a situation in which

under circumstances in which

as regards

about

in reference to

with regard to

concerning the matter of

where ___ is concerned

it is crucial that

must, should

it is necessary that

there is a need/necessity for

it is important that

is able to

can

is in a position to

has the opportunity to

has the capacity for

has the ability to

it is possible that

may, might,

can, could

there is a chance that

it could happen that

the possibility exists for

prior to

before, when, as, after

in anticipation of

subsequent to

following on

at the same time as

simultaneously with

similar

not different

lack

not have

omit

not include

ignore

not consider

few

not many

different

not the same

rarely

not often

prevent

not allow

deny

not admit

reject

not accept

APPENDIX 3

Linking Words

Adding

Contrasting

Expressing cause / reason

*and

as well as

besides

Moreover,

Furthermore,

What is more,

In addition,

not only.... but also

another point is that

relative clauses

who where

that ,which

whose to whom

when what

why

*but

However,

Although

despite

In spite of

Nevertheless,

On the contrary,

on the one hand

on the other hand,

whereas

while

but while

In contrast,

Neither...nor

because

as

since

This is why

because of

Due to

Owing to

For this reason,

Expressing effect / result

*so

so....that

such a...that

Therefore

Thus

Consequently,

As a result,

too...for/to

not enough...for/to

Narration

Expressing purpose

First (of all)

At first

At the beginning

In the beginning

then

next

Before

After

After that

afterwards

When

While

during

Soon

prior to

immediately

Once

Suddenly

As soon as

on

No sooner....than

Hardly...when

Finally

Eventually

At the end

In the end

At last

To begin with,

until

to

so as to

in order that

so that

for (Non-specific)

Expressing opinion

I would say that

In my opinion,

I think (that)

I believe (that)

Personally

Apparently,

Giving examples

Summing up / concluding

Emphasis

for example,

for instance,

For one thing,

this includes

such as e. g.. (for example)

i. e. (that is)

All in all

overall

generally

In conclusion,

on the whole

in the main

To sum up,

especially

particularly

Naturally,

exactly because

above all

Whatever

Whenever

too / enough

The more....

http://www. /wkshts/linkwd. html

References:

1  http://www. apsu. edu/academic_support/images/Paraphrase. pdf

2  http://www. unc. edu/depts/wcweb/

3  http://www. /wkshts/linkwd. html

4  http://library. mcmaster. ca/about/k-commons/litreview. htm

5  http://www. unc. edu/depts/wcweb/handouts/literature_review. html

6  http://www. rmit. edu. au/browse;ID=cdb4z3x5a44k

7  http://library. ucsc. edu/help/howto/write-a-literature-review

8  http://owl. english. purdue. edu/

9  Writing for computer science. The art of effective communication. Justin Zobel. Springwer, 1997.

The following assessment criteria are accepted in TPU

Актуальность (научность) темы

Тема актуальна, имеется новизна исследования, используются научные методы исследования.

Тема актуальна, отсутствует новизна исследования, используются научные методы исследования.

Содержание

Соответствие высказывания заданию: содержание полностью отражает задание; идеи и основные положения изложены ясно, развёрнуто и аргументированы.

Соответствие высказывания заданию: содержание отражает не все аспекты задания; идеи и основные положения не всегда аргументированы.

Организация работы

(структура)

Реферат выстроен логично, последовательно, со всеми структурными элементами (вступление, основная часть, заключение, библиография).

Присутствуют все структурные элементы, однако имеются отдельные нарушения логичности изложения.

Организация работы

(языковое оформление)

Средства смысловой связи использованы адекватно, систематично, правильно и разнообразны

(не менее10).

Средства смысловой связи в ряде случаев отсутствуют

(от 9 до 6),

Имеются отдельные ошибки в употреблении средств смысловой связи.

Оригинальность изложения

Основная часть текста реферата изложена своими словами, без копирования логически завершённых фрагментов (предложения и более).

Имеются отдельные случаи неоправданного копирования оригинала.

Тема актуальна, проблема выявлена не полностью или исследование проблемы не проведено.

Тема не актуальна, проблема не выявлена или исследование проблемы не проведено.

 

Соответствие высказывания заданию: содержание частично отражает аспекты задания; идеи и основные положения не аргументированы.

Соответствие высказывания заданию: содержание не отражает задания, не соответствует выбранной теме.

 

Некоторые структурные элементы реферата отсутствуют, имеются нарушения логичности изложения.

Многочисленные нарушения структуры реферата и непоследовательность изложения делают невозможным понимание реферата.

 

Средства смысловой связи практически отсутствуют

(от 5 до 1).

Имеются ошибки в употреблении средств смысловой связи.

Средства смысловой связи отсутствуют или имеются многочисленные ошибки, что препятствует пониманию текста.

 

Значительное число случаев копирования фрагментов оригинала.

Большая часть реферата копирует оригинал.

 

Стиль изложения

Стилевое оформление работы соответствует требованиям жанра.

Имеются незначительные ошибки в стилевом оформлении работы.

Правильность употребления грамматических и орфографических структур

Используются грамматические структуры в соответствии с поставленной задачей. Практически отсутствуют ошибки. Пунктуационные правила соблюдаются.

Имеется ряд грамматических ошибок, не затрудняющих понимание текста. Орфографические и пунктуационные правила в основном соблюдаются, имеются отдельные ошибки.

Правильность употребления лексического материала

Используемый словарный запас соответствует поставленной задаче; практически нет нарушений в использовании лексики.

Используемый словарный запас соответствует поставленной задаче, однако встречаются отдельные неточности в употреблении слов либо словарный запас ограничен, но лексика использована правильно.

Имеются частые ошибки в стилевом оформлении работы.

Стилевое оформление работы не соответствует требованиям жанра.

Либо часто встречаются ошибки элементарного уровня, либо ошибки немногочисленны, но затрудняют понимание текста.

Грамматические, орфографические и пунктуационные правила не соблюдаются, что препятствует пониманию.

Использован неоправданно ограниченный словарный запас; часто встречаются нарушения в использовании лексики, некоторые из них могут затруднять понимание текста.

Крайне ограниченный словарный запас не позволяет выполнить поставленную задачу.

TEACHER’S NOTES

TASK 1

1  You should remember first of all the purpose of a literature review.

2  Literature review is a list of sources that you have found that represent the current discourse that’s going on the topic that you’re researching.

3  Your introduction and the summaries that you write will give readers an idea of information and research that’s being done.

4  He wants them to be able to extract from each of the sources, find out the main thesis that the author or authors are making and provide some of the sample evidence, if it’s empirical research that they’ve done.

5  I really want you to stay away from copying as much as possible, so your can compare for this.

TASK 3

1  B

2  C

3  B

4  C

5  A

6  A

7  B

8  C

TASK 5

1  An acceptable summary

2  A plagiarized version

3  A legitimate paraphrase

TASK 6

I came to the realization that

I realized that

She is of the opinion that

She thinks that

Concerning the matter of

About

During the course of

During

In the event that

If

In the process of

During, while

Regardless of the fact that

Although

Due to the fact that

Because

In all cases

Always

Prior to

Before

At that point in time

Then

TASK 7

1  X V

2  X V

3  V X