pertinent literary meaning

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• 5. The Literature Review
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

A literature review surveys prior research published in books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated. Literature reviews are designed to provide an overview of sources you have used in researching a particular topic and to demonstrate to your readers how your research fits within existing scholarship about the topic.

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . Fourth edition. Thousand Oaks, CA: SAGE, 2014.

Importance of a Good Literature Review

A literature review may consist of simply a summary of key sources, but in the social sciences, a literature review usually has an organizational pattern and combines both summary and synthesis, often within specific conceptual categories . A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that informs how you are planning to investigate a research problem. The analytical features of a literature review might:

• Give a new interpretation of old material or combine new with old interpretations,
• Trace the intellectual progression of the field, including major debates,
• Depending on the situation, evaluate the sources and advise the reader on the most pertinent or relevant research, or
• Usually in the conclusion of a literature review, identify where gaps exist in how a problem has been researched to date.

Given this, the purpose of a literature review is to:

• Place each work in the context of its contribution to understanding the research problem being studied.
• Describe the relationship of each work to the others under consideration.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.
• Resolve conflicts amongst seemingly contradictory previous studies.
• Identify areas of prior scholarship to prevent duplication of effort.
• Point the way in fulfilling a need for additional research.
• Locate your own research within the context of existing literature [very important].

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper. 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . Los Angeles, CA: SAGE, 2011; Knopf, Jeffrey W. "Doing a Literature Review." PS: Political Science and Politics 39 (January 2006): 127-132; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012.

Types of Literature Reviews

It is important to think of knowledge in a given field as consisting of three layers. First, there are the primary studies that researchers conduct and publish. Second are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the primary studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally among scholars that become part of the body of epistemological traditions within the field.

In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews. Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are a number of approaches you could adopt depending upon the type of analysis underpinning your study.

Argumentative Review This form examines literature selectively in order to support or refute an argument, deeply embedded assumption, or philosophical problem already established in the literature. The purpose is to develop a body of literature that establishes a contrarian viewpoint. Given the value-laden nature of some social science research [e.g., educational reform; immigration control], argumentative approaches to analyzing the literature can be a legitimate and important form of discourse. However, note that they can also introduce problems of bias when they are used to make summary claims of the sort found in systematic reviews [see below].

Integrative Review Considered a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated. The body of literature includes all studies that address related or identical hypotheses or research problems. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication. This is the most common form of review in the social sciences.

Historical Review Few things rest in isolation from historical precedent. Historical literature reviews focus on examining research throughout a period of time, often starting with the first time an issue, concept, theory, phenomena emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and to identify the likely directions for future research.

Methodological Review A review does not always focus on what someone said [findings], but how they came about saying what they say [method of analysis]. Reviewing methods of analysis provides a framework of understanding at different levels [i.e. those of theory, substantive fields, research approaches, and data collection and analysis techniques], how researchers draw upon a wide variety of knowledge ranging from the conceptual level to practical documents for use in fieldwork in the areas of ontological and epistemological consideration, quantitative and qualitative integration, sampling, interviewing, data collection, and data analysis. This approach helps highlight ethical issues which you should be aware of and consider as you go through your own study.

Systematic Review This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research, and to collect, report, and analyze data from the studies that are included in the review. The goal is to deliberately document, critically evaluate, and summarize scientifically all of the research about a clearly defined research problem . Typically it focuses on a very specific empirical question, often posed in a cause-and-effect form, such as "To what extent does A contribute to B?" This type of literature review is primarily applied to examining prior research studies in clinical medicine and allied health fields, but it is increasingly being used in the social sciences.

Theoretical Review The purpose of this form is to examine the corpus of theory that has accumulated in regard to an issue, concept, theory, phenomena. The theoretical literature review helps to establish what theories already exist, the relationships between them, to what degree the existing theories have been investigated, and to develop new hypotheses to be tested. Often this form is used to help establish a lack of appropriate theories or reveal that current theories are inadequate for explaining new or emerging research problems. The unit of analysis can focus on a theoretical concept or a whole theory or framework.

NOTE : Most often the literature review will incorporate some combination of types. For example, a review that examines literature supporting or refuting an argument, assumption, or philosophical problem related to the research problem will also need to include writing supported by sources that establish the history of these arguments in the literature.

Baumeister, Roy F. and Mark R. Leary. "Writing Narrative Literature Reviews."  Review of General Psychology 1 (September 1997): 311-320; Mark R. Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Kennedy, Mary M. "Defining a Literature." Educational Researcher 36 (April 2007): 139-147; Petticrew, Mark and Helen Roberts. Systematic Reviews in the Social Sciences: A Practical Guide . Malden, MA: Blackwell Publishers, 2006; Torracro, Richard. "Writing Integrative Literature Reviews: Guidelines and Examples." Human Resource Development Review 4 (September 2005): 356-367; Rocco, Tonette S. and Maria S. Plakhotnik. "Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions." Human Ressource Development Review 8 (March 2008): 120-130; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

Structure and Writing Style

I.  Thinking About Your Literature Review

The structure of a literature review should include the following in support of understanding the research problem :

• An overview of the subject, issue, or theory under consideration, along with the objectives of the literature review,
• Division of works under review into themes or categories [e.g. works that support a particular position, those against, and those offering alternative approaches entirely],
• An explanation of how each work is similar to and how it varies from the others,
• Conclusions as to which pieces are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research.

The critical evaluation of each work should consider :

• Provenance -- what are the author's credentials? Are the author's arguments supported by evidence [e.g. primary historical material, case studies, narratives, statistics, recent scientific findings]?
• Methodology -- were the techniques used to identify, gather, and analyze the data appropriate to addressing the research problem? Was the sample size appropriate? Were the results effectively interpreted and reported?
• Objectivity -- is the author's perspective even-handed or prejudicial? Is contrary data considered or is certain pertinent information ignored to prove the author's point?
• Persuasiveness -- which of the author's theses are most convincing or least convincing?
• Validity -- are the author's arguments and conclusions convincing? Does the work ultimately contribute in any significant way to an understanding of the subject?

II.  Development of the Literature Review

Four Basic Stages of Writing 1.  Problem formulation -- which topic or field is being examined and what are its component issues? 2.  Literature search -- finding materials relevant to the subject being explored. 3.  Data evaluation -- determining which literature makes a significant contribution to the understanding of the topic. 4.  Analysis and interpretation -- discussing the findings and conclusions of pertinent literature.

Consider the following issues before writing the literature review: Clarify If your assignment is not specific about what form your literature review should take, seek clarification from your professor by asking these questions: 1.  Roughly how many sources would be appropriate to include? 2.  What types of sources should I review (books, journal articles, websites; scholarly versus popular sources)? 3.  Should I summarize, synthesize, or critique sources by discussing a common theme or issue? 4.  Should I evaluate the sources in any way beyond evaluating how they relate to understanding the research problem? 5.  Should I provide subheadings and other background information, such as definitions and/or a history? Find Models Use the exercise of reviewing the literature to examine how authors in your discipline or area of interest have composed their literature review sections. Read them to get a sense of the types of themes you might want to look for in your own research or to identify ways to organize your final review. The bibliography or reference section of sources you've already read, such as required readings in the course syllabus, are also excellent entry points into your own research. Narrow the Topic The narrower your topic, the easier it will be to limit the number of sources you need to read in order to obtain a good survey of relevant resources. Your professor will probably not expect you to read everything that's available about the topic, but you'll make the act of reviewing easier if you first limit scope of the research problem. A good strategy is to begin by searching the USC Libraries Catalog for recent books about the topic and review the table of contents for chapters that focuses on specific issues. You can also review the indexes of books to find references to specific issues that can serve as the focus of your research. For example, a book surveying the history of the Israeli-Palestinian conflict may include a chapter on the role Egypt has played in mediating the conflict, or look in the index for the pages where Egypt is mentioned in the text. Consider Whether Your Sources are Current Some disciplines require that you use information that is as current as possible. This is particularly true in disciplines in medicine and the sciences where research conducted becomes obsolete very quickly as new discoveries are made. However, when writing a review in the social sciences, a survey of the history of the literature may be required. In other words, a complete understanding the research problem requires you to deliberately examine how knowledge and perspectives have changed over time. Sort through 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 explore what is considered by scholars to be a "hot topic" and what is not.

III.  Ways to Organize Your Literature Review

Chronology of Events If your review follows the chronological method, you could write about the materials according to when they were published. This approach should only be followed if a clear path of research building on previous research can be identified and that these trends follow a clear chronological order of development. For example, a literature review that focuses on continuing research about the emergence of German economic power after the fall of the Soviet Union. By Publication Order your sources by publication chronology, then, only if the order demonstrates a more important trend. For instance, you could order a review of literature on environmental studies of brown fields if the progression revealed, for example, a change in the soil collection practices of the researchers who wrote and/or conducted the studies. Thematic [“conceptual categories”] A thematic literature review is the most common approach to summarizing prior research in the social and behavioral sciences. Thematic reviews are organized around a topic or issue, rather than the progression of time, although the progression of time may still be incorporated into a thematic review. For example, a review of the Internet’s impact on American presidential politics could focus on the development of online political satire. While the study focuses on one topic, the Internet’s impact on American presidential politics, it would still be organized chronologically reflecting technological developments in media. The difference in this example between a "chronological" and a "thematic" approach is what is emphasized the most: themes related to the role of the Internet in presidential politics. Note that more authentic thematic reviews tend to break away from chronological order. A review organized in this manner would shift between time periods within each section according to the point being made. Methodological A methodological approach focuses on the methods utilized by the researcher. For the Internet in American presidential politics project, one methodological approach would be to look at cultural differences between the portrayal of American presidents on American, British, and French websites. Or the review might focus on the fundraising impact of the Internet on a particular political party. A methodological scope will influence either the types of documents in the review or the way in which these documents are discussed.

Other Sections of Your Literature Review Once you've decided on the organizational method for your literature review, the sections you need to include in the paper should be easy to figure out because they arise from your organizational strategy. In other words, a chronological review would have subsections for each vital time period; a thematic review would have subtopics based upon factors that relate to the theme or issue. However, sometimes you may need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. However, only include what is necessary for the reader to locate your study within the larger scholarship about the research problem.

Here are examples of other sections, usually in the form of a single paragraph, you may need to include depending on the type of review you write:

• Current Situation : Information necessary to understand the current topic or focus of the literature review.
• Sources Used : Describes the methods and resources [e.g., databases] you used to identify the literature you reviewed.
• History : The chronological progression of the field, the research literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology.
• Selection Methods : Criteria you used to select (and perhaps exclude) sources in your literature review. For instance, you might explain that your review includes only peer-reviewed [i.e., scholarly] sources.
• Standards : Description of the way in which you present your information.
• Questions for Further Research : What questions about the field has the review sparked? How will you further your research as a result of the review?

IV.  Writing Your Literature Review

Once you've settled on how to organize your literature review, you're ready to write each section. When writing your review, keep in mind these issues.

Use Evidence A literature review section is, in this sense, just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence [citations] that demonstrates that what you are saying is valid. 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 research problem, whether it is thematic, methodological, or chronological. Related items that provide additional information, but that are not key to understanding the research problem, can be included in a list of further readings . Use Quotes Sparingly Some short quotes are appropriate if you want to emphasize a point, or if what an author stated cannot be easily paraphrased. Sometimes you may need to quote certain terminology that was coined by the author, is not common knowledge, or taken directly from the study. Do not use extensive quotes as a substitute for using your own words in reviewing the literature. Summarize and Synthesize Remember to summarize and synthesize your sources within each thematic paragraph as well as throughout the review. Recapitulate important features of a research study, but then synthesize it by rephrasing the study's significance and relating it to your own work and the work of others. Keep Your Own Voice While the literature review presents others' ideas, your voice [the writer's] should remain front and center. For example, weave references to other sources into what you are writing but maintain your own voice by starting and ending the paragraph with your own ideas and wording. 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. Even when paraphrasing an author’s work, you still must provide a citation to that work.

V.  Common Mistakes to Avoid

These are the most common mistakes made in reviewing social science research literature.

• Sources in your literature review do not clearly relate to the research problem;
• You do not take sufficient time to define and identify the most relevant sources to use in the literature review related to the research problem;
• Relies exclusively on secondary analytical sources rather than including relevant primary research studies or data;
• Uncritically accepts another researcher's findings and interpretations as valid, rather than examining critically all aspects of the research design and analysis;
• Does not describe the search procedures that were used in identifying the literature to review;
• Reports isolated statistical results rather than synthesizing them in chi-squared or meta-analytic methods; and,
• Only includes research that validates assumptions and does not consider contrary findings and alternative interpretations found in the literature.

Cook, Kathleen E. and Elise Murowchick. “Do Literature Review Skills Transfer from One Course to Another?” Psychology Learning and Teaching 13 (March 2014): 3-11; Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . London: SAGE, 2011; Literature Review Handout. Online Writing Center. Liberty University; Literature Reviews. The Writing Center. University of North Carolina; Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: SAGE, 2016; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012; Randolph, Justus J. “A Guide to Writing the Dissertation Literature Review." Practical Assessment, Research, and Evaluation. vol. 14, June 2009; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016; Taylor, Dena. The Literature Review: A Few Tips On Conducting It. University College Writing Centre. University of Toronto; Writing a Literature Review. Academic Skills Centre. University of Canberra.

Writing Tip

Break Out of Your Disciplinary Box!

Thinking interdisciplinarily about a research problem can be a rewarding exercise in applying new ideas, theories, or concepts to an old problem. For example, what might cultural anthropologists say about the continuing conflict in the Middle East? In what ways might geographers view the need for better distribution of social service agencies in large cities than how social workers might study the issue? You don’t want to substitute a thorough review of core research literature in your discipline for studies conducted in other fields of study. However, particularly in the social sciences, thinking about research problems from multiple vectors is a key strategy for finding new solutions to a problem or gaining a new perspective. Consult with a librarian about identifying research databases in other disciplines; almost every field of study has at least one comprehensive database devoted to indexing its research literature.

Frodeman, Robert. The Oxford Handbook of Interdisciplinarity . New York: Oxford University Press, 2010.

Another Writing Tip

Don't Just Review for Content!

While conducting a review of the literature, maximize the time you devote to writing this part of your paper by thinking broadly about what you should be looking for and evaluating. Review not just what scholars are saying, but how are they saying it. Some questions to ask:

• How are they organizing their ideas?
• What methods have they used to study the problem?
• What theories have been used to explain, predict, or understand their research problem?
• What sources have they cited to support their conclusions?
• How have they used non-textual elements [e.g., charts, graphs, figures, etc.] to illustrate key points?

When you begin to write your literature review section, you'll be glad you dug deeper into how the research was designed and constructed because it establishes a means for developing more substantial analysis and interpretation of the research problem.

Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1 998.

Yet Another Writing Tip

When Do I Know I Can Stop Looking and Move On?

Here are several strategies you can utilize to assess whether you've thoroughly reviewed the literature:

• Look for repeating patterns in the research findings . If the same thing is being said, just by different people, then this likely demonstrates that the research problem has hit a conceptual dead end. At this point consider: Does your study extend current research?  Does it forge a new path? Or, does is merely add more of the same thing being said?
• Look at sources the authors cite to in their work . If you begin to see the same researchers cited again and again, then this is often an indication that no new ideas have been generated to address the research problem.
• Search Google Scholar to identify who has subsequently cited leading scholars already identified in your literature review [see next sub-tab]. This is called citation tracking and there are a number of sources that can help you identify who has cited whom, particularly scholars from outside of your discipline. Here again, if the same authors are being cited again and again, this may indicate no new literature has been written on the topic.

Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: Sage, 2016; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

• << Previous: Theoretical Framework
• Next: Citation Tracking >>
• Last Updated: Apr 9, 2024 1:19 PM
• URL: https://libguides.usc.edu/writingguide

Literature Reviews

• What is a literature review?
• Examples and More Information
• Evaluating Information
• Citation Guides

A Review of the Literature

• Write a Literature Review (UC Santa Cruz University Library)

1. Introduction

Not to be confused with a book review, a  literature review  surveys scholarly articles, books and other sources (e.g. dissertations, conference proceedings, reports) relevant to a particular issue, area of research, or theory, providing a description, summary, and critical evaluation of each work. The purpose is to offer an overview of and background on significant literature published on a topic.

2. Components

Similar to primary research, development of the literature review requires four stages:

• Problem formulation—which topic or field is being examined and what are its component issues?
• Literature search—finding materials relevant to the subject being explored
• Data evaluation—determining which literature makes a significant contribution to the understanding of the topic
• Analysis and interpretation—discussing the findings and conclusions of pertinent literature

Literature reviews should comprise the following elements:

• An overview of the subject, issue or theory under consideration, along with the objectives of the literature review
• Division of works under review into categories (e.g. those in support of a particular position, those against, and those offering alternative theses entirely)
• Explanation of how each work is similar to and how it varies from the others
• Conclusions as to which pieces are best considered in their argument, and make the greatest contribution to the understanding and development of their area of research

3. Definition and Use/Purpose

A literature review may constitute an essential chapter of a thesis or dissertation, or may be a self-contained review of writings on a subject. In either case, its purpose is to:

• Place each work in the context of its contribution to the understanding of the subject under review
• Describe the relationship of each work to the others under consideration
• Identify new ways to interpret, and shed light on any gaps in, previous research
• Resolve conflicts amongst seemingly contradictory previous studies
• Identify areas of prior scholarship to prevent duplication of effort
• Point the way forward for further research
• Place one's original work (in the case of theses or dissertations) in the context of existing literature

The literature review itself, however, does not present new  primary  scholarship. 

Information adapted from UC Santa Cruz University Library.

• Approaching literature review for academic purposes: The Literature Review Checklist This paper discusses the purposes of LRs in dissertations and theses. Second, the paper considers five steps for developing a review: defining the main topic, searching the literature, analyzing the results, writing the review and reflecting on the writing. Ultimately, this study proposes a twelve-item LR checklist.
• << Previous: Home
• Next: Examples and More Information >>
• Last Updated: Oct 19, 2022 4:49 PM
• URL: https://libguides.rockhurst.edu/LiteratureReview

• University of Texas Libraries

Literature Reviews

• What is a literature review?
• Steps in the Literature Review Process
• Define your research question
• Determine inclusion and exclusion criteria
• Choose databases and search
• Review Results
• Synthesize Results
• Analyze Results
• Librarian Support

What is a Literature Review?

A literature or narrative review is a comprehensive review and analysis of the published literature on a specific topic or research question. The literature that is reviewed contains: books, articles, academic articles, conference proceedings, association papers, and dissertations. It contains the most pertinent studies and points to important past and current research and practices. It provides background and context, and shows how your research will contribute to the field. 

A literature review should: 

• Provide a comprehensive and updated review of the literature;
• Explain why this review has taken place;
• Articulate a position or hypothesis;
• Acknowledge and account for conflicting and corroborating points of view

From  S age Research Methods

Purpose of a Literature Review

A literature review can be written as an introduction to a study to:

• Demonstrate how a study fills a gap in research
• Compare a study with other research that's been done

Or it can be a separate work (a research article on its own) which:

• Organizes or describes a topic
• Describes variables within a particular issue/problem

Limitations of a Literature Review

Some of the limitations of a literature review are:

• It's a snapshot in time. Unlike other reviews, this one has beginning, a middle and an end. There may be future developments that could make your work less relevant.
• It may be too focused. Some niche studies may miss the bigger picture.
• It can be difficult to be comprehensive. There is no way to make sure all the literature on a topic was considered.
• It is easy to be biased if you stick to top tier journals. There may be other places where people are publishing exemplary research. Look to open access publications and conferences to reflect a more inclusive collection. Also, make sure to include opposing views (and not just supporting evidence).

Source: Grant, Maria J., and Andrew Booth. “A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies.” Health Information & Libraries Journal, vol. 26, no. 2, June 2009, pp. 91–108. Wiley Online Library, doi:10.1111/j.1471-1842.2009.00848.x.

Meryl Brodsky : Communication and Information Studies

Hannah Chapman Tripp : Biology, Neuroscience

Carolyn Cunningham : Human Development & Family Sciences, Psychology, Sociology

Larayne Dallas : Engineering

Janelle Hedstrom : Special Education, Curriculum & Instruction, Ed Leadership & Policy ​

Susan Macicak : Linguistics

Imelda Vetter : Dell Medical School

For help in other subject areas, please see the guide to library specialists by subject .

Periodically, UT Libraries runs a workshop covering the basics and library support for literature reviews. While we try to offer these once per academic year, we find providing the recording to be helpful to community members who have missed the session. Following is the most recent recording of the workshop, Conducting a Literature Review. To view the recording, a UT login is required.

• October 26, 2022 recording
• Last Updated: Oct 26, 2022 2:49 PM
• URL: https://guides.lib.utexas.edu/literaturereviews

Using Design Research and History to Tackle a Fundamental Problem with School Algebra pp 87–114 Cite as

Review of Pertinent Literature

• Sinan Kanbir 6 ,
• M. A. (Ken) Clements 7 &
• Nerida F. Ellerton 7  
• First Online: 29 October 2017

474 Accesses

Part of the book series: History of Mathematics Education ((HME))

This chapter frames the main study described in this book in terms of the theoretical positions of Charles Sanders Peirce, Johann Friedrich Herbart, and Gina Del Campo and Ken Clements. Peirce’s tripartite position on semiotics (featuring signifiers, interpretants, and signifieds), Herbart’s theory of apperception, and Del Campo and Clements’s theory of complementary receptive and expressive modes of communication, were bundled together to form a hybrid theoretical position which gave direction to the study. The chapter closes with careful statements of six research questions which emerged not only from consideration of the various literatures, but also from a knowledge of practicalities associated with the research site, from our historical analysis of the purposes of school algebra, and from our review of the literature.

• Charles Sanders Peirce
• Design research
• Expressive communication
• Johann Friedrich Herbart
• Modeling in school algebra
• Receptive communication
• Structure in school algebra

This is a preview of subscription content, log in via an institution .

Buying options

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

Ausubel, D. P. (1968). Educational psychology: A cognitive view . New York, NY: Holt, Rinehart and Winston.

Google Scholar  

Bedney, G., & Meister, D. (1997). The Russian theory of activity: Current applications to design and learning . New York, NY: Psychology Press.

Blanton, M. L., Brizuela, B. M., Gardiner, A. M., Sawrey, K., & Newman-Owens, A. (2015). A learning trajectory in 6-year-olds’ thinking about generalizing functional relationships. Journal for Research in Mathematics Education , 46 (5), 511–558.

Article   Google Scholar  

Blanton, M. L., & Kaput, J. J. (2011). In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 5–23). Heidelberg, Germany: Springer.

Chapter   Google Scholar  

Blanton, M. L., Stephens, A., Knuth, E., Gardiner, A. M., Isler, I., & Kim, J.-S. (2015). The development of children’s algebraic thinking: The impact of a comprehensive early algebra intervention in third grade. Journal for Research in Mathematics Education , 46 (1), 39–87.

Britt, M. S., & Irwin, K. C. (2011). Algebraic thinking with and without algebraic representation: A pathway for learning. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 137–157). Heidelberg, Germany: Springer.

Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions. Journal of the Learning Sciences , 2 , 141–178.

Bruner, J. (1963). The process of education . Cambridge, MA: Harvard University Press.

Cai, J., & Knuth, E. (Eds.). (2011). Early algebraization: A global dialogue from multiple perspectives . Heidelberg, Germany: Springer.

Cai, J., Moyer, J. C., Wang, N., & Nie, B. (2011). Examining students’ algebraic thinking in a curricular context: A longitudinal study. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 161–185). Heidelberg, Germany: Springer.

Campos, D. G. (2010). Peirce’s philosophy of mathematical education: Fostering reasoning abilities for mathematical inquiry. Studies in Philosophy and Education , 29 , 421–429.

Cañadas, M. C., Brizuela, B. M., & Blanton, M. (2016). Second graders articulating ideas about co-variation with linear functions. Journal of Mathematical Behavior , 41 , 87–103.

Carraher, D. W., Schliemann, A. D., & Schwartz, J. L. (2008). Early algebra is not the same as algebra early. In J. J. Kaput, D. W. Carraher, & M. Blanton (Eds.), Algebra in the early grades (pp. 235–272). New York, NY: Lawrence Erlbaum Associates.

CCSSM. (2010). Common Core State Standards for Mathematics . Washington, DC: Authors. [Also cited under National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010).]

Clements, M. A. (2011). Design research: Its potential for meeting Brunei Darussalam’s educational needs. In I. Cheong (Ed.), Design research in education: Empowering teachers, learners and researchers (pp. 22–40). Gadong, Brunei Darussalam: Universiti Brunei Darussalam.

Clements, M. A. (2014). A historical overview of visualization and visualizing in mathematics. In M. Fried & T. Dreyfus (Eds.), Mathematics and mathematics education: Searching for common ground (pp. 177–192). New York, NY: Springer.

Clements, M. A., & Del Campo, G. (1987). Fractional understanding of fractions: Variations in children’s understanding of fractional concepts across embodiments, Grades 2 through 5. In J. Novak (Ed.), Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Mathematics (vol. 3, pp. 98–110). Ithaca, NY: Cornell University.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

Common Core Writing Team. (2011, May 29). Progression for the Common Core State Standards in Mathematics (draft). Comment at commoncoretools.wordpress.com. 1.

DeGarmo, C. (Ed.). (1900). Apperception: A monograph on psychology and pedagogy . Boston: D. C. Heath & Co.

Del Campo, G., & Clements, M. A. (1987). A manual for the professional development of teachers of beginning mathematicians . Melbourne, Australia: Association of Independent Schools of Victoria.

Del Campo, G., & Clements, M. A. (1990). Expanding the modes of communication in mathematics classrooms. Journal für Mathematik-Didaktik , 11 (1), 45–99.

de Saussure, F. (1959). Course in general linguistics . New York, NY: The Philosophical Library.

de Saussure, F. (1974). In C. Bally & A. Sechehaye (Eds.), Cours de linguistique générale . Paris, France: Payot.

Dreyfus, T., & Eisenberg, T. (1982). Intuitive functional concepts: A baseline study on intuitions. Journal for Research in Mathematics Education , 13 , 360–380.

Dunkel, H. B. (1970). Herbart and Herbartianism: An educational ghost story . Chicago, IL: University of Chicago Press.

Ellerton, N. F., & Clements, M. A. (1991). Mathematics in language: A review of language factors in mathematics learning . Geelong, Australia: Deakin University.

Fried, M. (2008). History of mathematics in mathematics education: A Saussurean perspective. The Montana Mathematics Enthusiast , 5 (2–3), 185–198.

Fujii, T., & Stephens, M. (2001). Fostering an understanding of algebraic generalizations through numerical expressions. In K. Stacey, H. Chick, & M. Kendal (Eds.), Proceedings of the 12th Conference of the International Commission on Mathematical Instruction: The future of the teaching and learning of algebra (vol. 1, pp. 258–264). Melbourne, Australia: The University of Melbourne.

Gagné, R. (1985). The conditions of learning (4th ed.). New York, NY: Holt, Rinehart & Winston.

Gagné, R. M., & Merrill, M. D. (1990). Integrative goals for instructional design. Educational Technology Research and Development , 38 (1), 23–30.

Gagné, R. M., & White, R. T. (1978). Memory structures and learning outcomes. Review of Educational Research , 48 (2), 187–222.

Herbart, J. F. (1898). Letters and lectures on education (H. M. and E. Felkin, Trans.). London, UK: Swan Sonnenschein & Co

Herbart, J. F. (1904a). Outlines of educational doctrine . New York, NY: Macmillan.

Herbart, J. F. (1904b). The science of education . London, UK: Sonnenschein.

Hewitt, D. (1998). Approaching arithmetic algebraically. Mathematics Teaching , 163 , 19–29.

Jeon, K. (2012). Reflecting on PEMDAS. Teaching Children Mathematics , 18 (6), 370–377.

Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Kanbir, S. (2014, November). Two approaches: Beginning algebra students’ variable concept development. Professional project presented to the Group for Educational Research in Mathematics at Illinois State University, Normal, IL.

Kanbir, S. (2016, April 12). Three different approaches to middle-school algebra: Results of a pilot study. Paper presented at the 2016 Research Conference of the National Council of Teachers of Mathematics, held in San Francisco, CA.

Kaput, J. (2008). What is algebra? What is algebraic reasoning? In J. Kaput, D. Carraher, & M. Blanton (Eds.), Algebra in the early grades (pp. 1–18). Mahwah, NJ: Lawrence Erlbaum/Taylor & Francis Group, & National Council of Teachers of Mathematics.

Kelly, A. E., & Lesh, R. A. (Eds.). (2000). Handbook of research design in mathematics and science education . Mahwah, NJ: Lawrence Erlbaum.

Kelly, A. E., Lesh, R. A., & Baek, J. Y. (Eds.). (2008). Handbook of design research methods in education: Innovations in science, technology, engineering and mathematics learning and teaching . New York, NY: Routledge.

Kieran, C. (2006). Research on the learning and teaching of algebra. In A. Gutiérrez & P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, present and future (pp. 11–49). Rotterdam, The Netherlands: Sense Publishers.

Kieran, C. (2011). Overall commentary on early algebraization: Perspectives for research and teaching. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 579–593). Heidelberg, Germany: Springer.

Lannin, J. K., Barker, D. D., & Townsend, B. E. (2006). Recursive and explicit rules: How can we build student algebraic understanding? The Journal of Mathematical Behavior , 25 , 299–317.

Mackenzie, A. A., & White, R. T. (1982). Field-work in geography and long-term memory structures. American Educational Research Journal , 19 (4), 623–632.

Moss, J., & McNab, S. L. (2011). An approach to geometric and numeric patterning that fosters second grade students’ reasoning and generalizing about functions and co-variation. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 277–301). Heidelberg, Germany: Springer.

Otte, M. (1998). Limits of constructivism: Kant, Piaget and Peirce. Science and Education , 7 (5), 425–450.

Otte, M. F. (2011). Evolution, learning and semiotics from a Peircean point of view. Educational Studies in Mathematics , 77 , 313–329.

Peirce, C. S. (1992). The essential Peirce: Selected philosophical writings (Volume 1, 1867–1893). Bloomington, IN: Indiana University Press.

Peirce, C. S. (1998). The essential Peirce (vol. 2). Bloomington, IN: Indiana University Press.

Presmeg, N. (2014). Mathematics education research embracing arts and sciences. In M. Fried & T. Dreyfus (Eds.), Mathematics and mathematics education: Searching for common ground (pp. 361–378). New York, NY: Springer.

Radford, L. (2003). Gestures, speech, and the sprouting of signs. Mathematical Thinking and Learning , 5 (1), 37–70.

Radford, L. (2004). Syntax and meaning. In M. J. Høines & A. B. Fuglestad (Eds.), Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education (vol. 1, pp. 161–166). Bergen, Norway: International Group for the Psychology of Mathematics Education.

Radford, L. (2006). Algebraic thinking and the generalization of patterns: A semiotic perspective. In S. Alatorre, J. L. Cortina, M. Sáiz, & A. Méndez (Eds.), Proceedings of the 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (vol. 1, pp. 2–21). Mérida, México: International Group for the Psychology of Mathematics Education.

Radford, L. (2008). Connecting theories in mathematics education: Challenges and possibilities. ZDM—The International Journal on Mathematics Education , 40 , 317–327.

Radford, L. (2011). Grade 2 students’ non-symbolic algebraic thinking. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 303–322). Heidelberg, Germany: Springer.

Radford, L. (2015). The epistemological foundations of the theory of objectification. Isonomia (online journal http://isonomia.uniurb.it/epistemologica ), 127–149.

Schoenfeld, A. H. (2013). On forests, trees, elephants and classrooms: A brief for the study of learning ecologies. ZDM—The International Journal on Mathematics Education , 45 (3), 491–495.

Sfard, A. (1991). On the dual nature of mathematical conceptions: Reflections on processes and objects as different sides of the same coin. Educational Studies in Mathematics , 22 (1), 1–36.

Sfard, A. (2008). Thinking as communicating . Cambridge, UK: Cambridge University Press.

Book   Google Scholar  

Sriraman, B. (2009). What’s all the commotion about commognition? The Montana Mathematics Enthusiast , 6 (3), 541–544.

Sriraman, B., & Lee, K.-H. (2011). Commentary on Part II. In J. Cai & E. Knuth (Eds.), Early algebraization: A global dialogue from multiple perspectives (pp. 367–373). Heidelberg, Germany: Springer.

Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics , 12 (2), 151–169.

Taylor-Cox, J. (2003). Algebra in the early years? Yes! Young Children , 58 (1), 14–21.

Vinner, S., & Dreyfus, T. (1989). Images and definitions for the concept of function. Journal for Research in Mathematics Education , 20 (4), 356–366.

Vinner, S., & Hershkowitz, R. (1980). Concept images and some common cognitive paths in the development of some simple geometric concepts. In R. Karplus (Ed.), Proceedings of the Fourth International Conference for the Psychology of Mathematics Education (pp. 177–184). Berkeley, CA: International Group for the Psychology of Mathematics Education.

Warren, E., & Pierce, R. (2003). Learning and teaching algebra. In B. Perry, G. Anthony, & C. Diezmann (Eds.), Research in mathematics education in Australasia, 2000–2003 (pp. 291–312). Flaxton, Australia: Post Pressed.

Wartofsky, M. (1979). Models, representation and the scientific understanding . Dordrecht, The Netherlands: D. Reidel.

Westbury, I. (1980). Change and stability in the curriculum: An overview of the questions. In H. G. Steiner (Ed.), Comparative studies of mathematics curricula: Change and stability 1960–1980 (pp. 12–36). Bielefeld, Germany: Institut für Didaktik der Mathematik-Universität Bielefeld.

Wu, H. (2001). How to prepare students for algebra. American Educator , 25 (2), 10–17.

Zhang, X., Clements, M. A., & Ellerton, N. F. (2015a). Enriching student concept images: Teaching and learning fractions through a multiple-embodiment approach. Mathematics Education Research Journal , 27 (2), 201–231.

Zhang, X., Clements, M. A., & Ellerton, N. F. (2015b). Differences in student visual images of fractions before and after a teaching intervention: Does a multiple-embodiment approach to instruction make a difference? Mathematics Education Research Journal , 27 (2), 233–261.

Zhang, X., Clements, M. A., & Ellerton, N. F. (2015c). Engaging students with multiple models of fractions. Teaching Children Mathematics. , 22 (3), 138–147.

Download references

Author information

Authors and affiliations.

Department of Mathematics Sciences, University of Wisconsin–Stevens Point, Stevens Point, WI, USA

Sinan Kanbir

Department of Mathematics, Illinois State University, Normal, IL, USA

M. A. (Ken) Clements & Nerida F. Ellerton

You can also search for this author in PubMed   Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG

About this chapter

Cite this chapter.

Kanbir, S., Clements, M.A.(., Ellerton, N.F. (2018). Review of Pertinent Literature. In: Using Design Research and History to Tackle a Fundamental Problem with School Algebra. History of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-59204-6_5

Download citation

DOI : https://doi.org/10.1007/978-3-319-59204-6_5

Published : 29 October 2017

Publisher Name : Springer, Cham

Print ISBN : 978-3-319-59203-9

Online ISBN : 978-3-319-59204-6

eBook Packages : Education Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• Dictionaries home
• American English
• Collocations
• German-English
• Grammar home
• Practical English Usage
• Learn & Practise Grammar (Beta)
• Word Lists home
• My Word Lists
• Recent additions
• Resources home
• Text Checker

Definition of pertinent adjective from the Oxford Advanced Learner's Dictionary

• a pertinent question/fact
• pertinent to something Please keep your comments pertinent to the topic under discussion.
• These examples are directly pertinent to the question asked.
• His second question was particularly pertinent.
• I reminded him of a few pertinent facts.

Take your English to the next level

The Oxford Learner’s Thesaurus explains the difference between groups of similar words. Try it for free as part of the Oxford Advanced Learner’s Dictionary app

Table of contents

What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

• Quick Run-through
• Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and its scholarly context
• Develop a theoretical framework and methodology for your research
• Position your work in relation to other researchers and theorists
• Show how your research addresses a gap or contributes to a debate
• Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models, and methods?
• Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

The only proofreading tool specialized in correcting academic writing - try for free!

The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students.

Try for free

To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

• Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically evaluate: mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

Open Google Slides Download PowerPoint

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarize yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, September 11). How to Write a Literature Review | Guide, Examples, & Templates. Scribbr. Retrieved April 9, 2024, from https://www.scribbr.com/dissertation/literature-review/

Is this article helpful?

Shona McCombes

Other students also liked, what is a theoretical framework | guide to organizing, what is a research methodology | steps & tips, how to write a research proposal | examples & templates, unlimited academic ai-proofreading.

✔ Document error-free in 5minutes ✔ Unlimited document corrections ✔ Specialized in correcting academic texts

• Daily Crossword
• Word Puzzle
• Word Finder
• Word of the Day
• Synonym of the Day
• Word of the Year
• Language stories
• All featured
• Gender and sexuality
• All pop culture
• Grammar Coach ™
• Writing hub
• Grammar essentials
• Commonly confused
• All writing tips
• Pop culture
• Writing tips

pertaining or relating directly and significantly to the matter at hand; relevant : pertinent details.

Origin of pertinent

Synonym study for pertinent, other words for pertinent, opposites for pertinent, other words from pertinent.

• per·ti·nence [ pur -tn- uh ns], /ˈpɜr tn əns/, per·ti·nen·cy [ pur -tn- uh n-see], /ˈpɜr tn ən si/, noun
• per·ti·nent·ly, adverb
• non·per·ti·nent, adjective
• non·per·ti·nent·ly, adverb
• un·per·ti·nent, adjective
• un·per·ti·nent·ly, adverb

Words Nearby pertinent

• pertinacious
• pertinacity
• perturbation
• perturbation theory
• perturbative

Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024

How to use pertinent in a sentence

Hosts can enter takeout orders in the app, along with pertinent information such as whether the order was submitted online or over the phone, and the type of car to facilitate curbside pickup.

She also suggested the revelations aren’t pertinent because they came before she ran for Congress.

As children, I think things can be around you, but you really just retain the information that feels pertinent or important to you.

They usually also display a pertinent image alongside or above the text.

The histories of slavery and racism in the United States have never been more pertinent .

Usually Mom would doze off at this point, opening an eye to catch only what she found pertinent .

Cesar Chavez touches on a lot of issues that are still pertinent today, like labor unions, nonviolent protest, etc.

The Dalai Lama regaled the crowd with stories, not all pertinent to the subject at hand.

And there is, by pure chance, a very pertinent and current comparison to be made between two Boeing models, the 787 and the 777.

Your novel spans 150 years, but given the drawdown in Afghanistan it feels particularly pertinent to the present day.

Barrington's perceptions seemed to grow clearer, and he asked a few pertinent questions before he nodded approbation.

I gave my mother the lower berth, and then the question became pertinent how was I to scramble into the upper one.

But the case of Terrett v. Taylor, before cited, is of all others most pertinent to the present argument.

I wave, as not pertinent in this place, all that could be said in qualification of the alleged excellence of paternal government.

Such extravagance of expression and relaxation of official tone has no pertinent cause, and is at least noteworthy.

British Dictionary definitions for pertinent

/ ( ˈpɜːtɪnənt ) /

relating to the matter at hand; relevant

Derived forms of pertinent

• pertinence , noun
• pertinently , adverb

Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012

• TheFreeDictionary
• Word / Article
• Starts with
• Free toolbar & extensions
• Word of the Day
• Free content

per·ti·nent

Per•ti•nent.

• air target chart
• air target mosaic
• ancient history
• appropriate
• birth certificate
• Persulphocyanogen
• Persulphuret
• persulphuric acid
• Pert Candace Beebe
• Perterebration
• Perth and Kinross
• Perthiocyanogen
• pertinacious
• pertinaciously
• pertinaciousness
• pertinacity
• Pertinately
• pertinently
• Pertransient
• pertubation
• Perturbability
• perturbable
• Perturbance
• perturbation
• perturbation theory
• perturbational
• perturbative
• perturbator
• perturbedly
• Pertusariaceae
• Pertinax, Publius Helvius
• pertinences
• pertinencies
• pertinency factor
• pertinent diagnosis
• pertinent negative
• Pertinent Past History
• Pertinent Past Medical History
• pertinent positive
• Pertini, Sandro
• Pertluoropropane
• Pertrochanteric
• pertrochanteric fracture
• Facebook Share

• Ask a Librarian

Literature Reviews

• 1. What is a Literature Review?
• Developing a Research Question
• Types of Reviews
• EagleSearch and Research Databases
• Search Tips and Shortcuts
• 4. Organizing Your Research
• 5. Writing a Literature Review
• Additional Resources

Adding your piece to the puzzle

When writing a literature review, you are putting all the pieces of a jigsaw puzzle together to present to your readers. You are identifying if there are missing puzzle pieces and how your piece will help fill the gap.

What is a Literature Review?

A literature review is designed to summarize, synthesize, and discuss the current state of knowledge about a topic. You will survey books, articles, and other sources of information pertinent to your research topic in an effort to critically analyze and synthesize prior research and how it will inform your current research question.

Steely Library at Northern Kentucky University

2:11 Description of a literature review

NCSU Libraries

9:32 Overview of literature reviews for graduate students

Why are literature reviews an important part of research?

There are numerous reasons for completing and writing a literature review, these include: 

• Literature reviews provide a historical background to the area you are researching;
• Literature reviews provide a contemporary context in which your research is situated;
• Literature reviews can introduce theories on which your research is based;
• Literature reviews can provide definitions to technical terms or other jargon;
• Literature reviews provide the bigger picture as to where your research fits in the discipline;
• Literature reviews demonstrate how your research will help fill a gap in prior research.
• Next: 2. Planning a Literature Review >>
• Last Updated: Oct 25, 2023 10:38 AM
• URL: https://guides.erau.edu/lit-review

Hunt Library

Mori Hosseini Student Union 1 Aerospace Boulevard Daytona Beach, FL 32114

Phone: 386-226-6595 Toll-Free: 800-678-9428

Maps and Parking

• Report a Problem
• Suggest a Purchase

Library Information

• Departments and Staff
• Library Collections
• Library Facilities
• Library Newsletter
• Hunt Library Employment

University Initiatives

• Scholarly Commons
• Data Commons
• University Archives
• Open and Affordable Textbooks

Dictionary Definition of 'pertinent'

Relevant, appropriate, or applicable to a particular situation or context. "The reporter only included pertinent facts in the article."

Detailed Meaning of 'pertinent'

It refers to something that is connected to or has a bearing on the matter at hand, something that is important and applicable to the subject being discussed. When something is pertinent, it is directly related to the topic and is important to the discussion or situation at hand. Pertinent information is the information that is necessary and relevant to the topic being discussed. It is the information that is important and useful for the purpose of the discussion or the situation. Pertinent questions are the questions that are directly related to the topic being discussed and are important to the discussion. Pertinent can also be used to describe an action or a behavior, for example, a pertinent remark is one that is relevant and appropriate to the discussion or the situation, whereas a pertinent action is one that is directly related to the problem or the situation, and solves it. Overall, Pertinent implies relevance, appropriateness and applicability to a particular situation or context, and it is directly related to the topic and is important to the discussion or situation at hand.

History and Etymology of 'pertinent'

The adjective 'pertinent' has an interesting etymology that traces its origins to the Latin word 'pertinens,' which is the present participle of 'pertinere.' 'Pertinere' consists of two Latin elements: 'per,' meaning 'thoroughly,' and 'tenere,' meaning 'to hold.' Therefore, the etymology of 'pertinent' suggests the idea of something that holds thoroughly or closely to a particular situation or context. This linguistic heritage underscores the meaning of 'pertinent' as something relevant, appropriate, or applicable to a specific circumstance, as if it firmly and closely holds to it, making it a fitting choice for expressing relevance in various contexts.

Examples of 'pertinent' in a Sentence

1. Please provide pertinent examples to support your argument. 2. The data he presented was highly pertinent to our project. 3. The training program covered pertinent safety procedures. 4. The document contains all the pertinent information. 5. Her experience is pertinent to the job requirements. 6. The expert provided pertinent insights into the issue. 7. The topic of the workshop is pertinent to our goals. 8. It's essential to keep the discussion pertinent. 9. The article addresses pertinent issues in education. 10. His suggestions were pertinent to the current situation. 11. The questions in the survey are pertinent to our research. 12. The pertinent facts were presented clearly in the presentation. 13. The pertinent laws should be considered in the case. 14. Let's stay focused on pertinent matters during the presentation. 15. The patient raised some pertinent questions concerning the risks of the procedure. 16. The report included all pertinent information about the accident. 17. The expert provided pertinent advice on how to solve the problem. 18. The job applicant was asked only pertinent questions during the interview. 19. The teacher only covered the pertinent material for the exam. 20. The witness only gave pertinent information during the trial. 21. The doctor only discussed pertinent medical history during the consultation. 22. The financial advisor only gave pertinent advice on how to invest the money. 23. The employee only brought up pertinent concerns during the meeting. 24. The historian only included pertinent events in the timeline. 25. The researcher only looked for pertinent data in their studies. 26. The lawyer only asked pertinent questions during the deposition.

eb68db_00951bdf04354662ad68ae50cbd1d504.mp3

Quiz Categories Containing 'pertinent'

Multiple Choice

Opposite Words

Same / different

Spelling Bee

Definition of 'pertinent'

Video: pronunciation of pertinent

pertinent in British English

Pertinent in american english, examples of 'pertinent' in a sentence pertinent, cobuild collocations pertinent, trends of pertinent.

View usage for: All Years Last 10 years Last 50 years Last 100 years Last 300 years

In other languages pertinent

• American English : pertinent / ˈpɜrtənənt /
• Brazilian Portuguese : pertinente
• Chinese : 相关的
• European Spanish : pertinente
• French : pertinent
• German : relevant
• Italian : pertinente
• Japanese : 関係がある
• Korean : 관련된
• European Portuguese : pertinente
• Latin American Spanish : pertinente
• Thai : ที่เกี่ยวข้อง

Browse alphabetically pertinent

• pertinacity
• pertinent fact
• pertinent observation
• pertinent question
• All ENGLISH words that begin with 'P'

Related terms of pertinent

• particularly pertinent

Quick word challenge

Quiz Review

Score: 0 / 5

Wordle Helper

Scrabble Tools

• 1.1 Etymology
• 1.2 Pronunciation
• 1.4.1 Synonyms
• 1.4.2 Related terms
• 1.4.3 Translations
• 1.5 Further reading
• 2.1 Etymology
• 2.2.1 Derived terms
• 2.2.2 Related terms
• 2.3 Further reading
• 3.1 Etymology
• 3.2 Pronunciation
• 3.3.1 Derived terms
• 3.3.2 Related terms
• 3.4 Further reading
• 5.1 Etymology
• 5.2.1 Declension

English [ edit ]

Etymology [ edit ].

Borrowed from French pertinent , from Latin pertinens , present participle of pertinere ( “ to extend, stretch out, belong, relate, pertain, have concern ” ) , from per ( “ through ” ) + tenere ( “ to hold ” ) .

Pronunciation [ edit ]

• ( UK ) IPA ( key ) : /ˈpətɪnənt/
• ( US ) IPA ( key ) : /ˈpɝtɪnənt/

Noun [ edit ]

pertinent ( plural pertinents )

• ( law ) A right that attaches to land, in Scots law .

Adjective [ edit ]

pertinent ( comparative more pertinent , superlative most pertinent )

• 1992 , Rudolf M[athias] Schuster, The Hepaticae and Anthocerotae of North America: East of the Hundredth Meridian , volume V, New York, N.Y.: Columbia University Press , →ISBN , page viii: Fourthly, I have made an effort to call the attention of the reader to the pertinent literature.

Synonyms [ edit ]

• See also Thesaurus:pertinent

Related terms [ edit ]

• impertinent

Translations [ edit ]

Further reading [ edit ].

• “ pertinent ”, in Webster’s Revised Unabridged Dictionary , Springfield, Mass.: G. & C. Merriam , 1913, →OCLC .
• “ pertinent ”, in The Century Dictionary   [ … ] , New York, N.Y.: The Century Co. , 1911, →OCLC .
• “ pertinent ”, in OneLook Dictionary Search .

Catalan [ edit ]

Borrowed from Latin pertinentem .

pertinent   m or f ( masculine and feminine plural pertinents )

• relevant , pertinent

Derived terms [ edit ]

• pertinentment
• pertinència
• “pertinent” in Diccionari de la llengua catalana, segona edició , Institut d’Estudis Catalans .
• “ pertinent ”, in Gran Diccionari de la Llengua Catalana , Grup Enciclopèdia Catalana , 2024
• “pertinent” in Diccionari normatiu valencià , Acadèmia Valenciana de la Llengua .
• “pertinent” in Diccionari català-valencià-balear , Antoni Maria Alcover and Francesc de Borja Moll, 1962.

French [ edit ]

Inherited from Old French pertinent (first attested circa 1300), borrowed from Latin pertinentem .

• IPA ( key ) : /pɛʁ.ti.nɑ̃/

pertinent ( feminine pertinente , masculine plural pertinents , feminine plural pertinentes )

• pertinent ; relevant raisons pertinentes ― relevant reasons
• judicious ; justified
• pertinemment
• “ pertinent ”, in Trésor de la langue française informatisé [ Digitized Treasury of the French Language ] , 2012.

Latin [ edit ]

Verb [ edit ].

• third-person plural present active indicative of pertineō

Romanian [ edit ]

Borrowed from French pertinent .

pertinent   m or n ( feminine singular pertinentă , masculine plural pertinenți , feminine and neuter plural pertinente )

Declension [ edit ]

• English terms derived from Proto-Indo-European
• English terms derived from the Proto-Indo-European root *ten-
• English terms borrowed from French
• English terms derived from French
• English terms derived from Latin
• English 3-syllable words
• English terms with IPA pronunciation
• English terms with audio links
• English lemmas
• English nouns
• English countable nouns
• English adjectives
• English terms with quotations
• Catalan terms borrowed from Latin
• Catalan terms derived from Latin
• Catalan lemmas
• Catalan adjectives
• Catalan epicene adjectives
• French terms inherited from Old French
• French terms derived from Old French
• French terms borrowed from Latin
• French terms derived from Latin
• French 3-syllable words
• French terms with IPA pronunciation
• French terms with audio links
• French lemmas
• French adjectives
• French terms with usage examples
• fr:Personality
• Latin non-lemma forms
• Latin verb forms
• Romanian terms borrowed from French
• Romanian terms derived from French
• Romanian lemmas
• Romanian adjectives
• Greek terms with redundant script codes

Navigation menu

Synonyms of pertinent

• as in relevant
• More from M-W
• To save this word, you'll need to log in. Log In

Thesaurus Definition of pertinent

Synonyms & Similar Words

• to the point
• appropriate
• significant

Antonyms & Near Antonyms

• inapplicable
• impertinent
• unimportant
• insignificant
• inconsequential
• meaningless
• inappropriate
• purposeless
• inadmissible

Synonym Chooser

How is the word pertinent different from other adjectives like it?

Some common synonyms of pertinent are applicable , apposite , apropos , germane , material , and relevant . While all these words mean "relating to or bearing upon the matter in hand," pertinent stresses a clear and decisive relevance.

In what contexts can applicable take the place of pertinent ?

While the synonyms applicable and pertinent are close in meaning, applicable suggests the fitness of bringing a general rule or principle to bear upon a particular case.

When might apposite be a better fit than pertinent ?

The synonyms apposite and pertinent are sometimes interchangeable, but apposite suggests a felicitous relevance.

Where would apropos be a reasonable alternative to pertinent ?

The words apropos and pertinent are synonyms, but do differ in nuance. Specifically, apropos suggests being both relevant and opportune.

When can germane be used instead of pertinent ?

Although the words germane and pertinent have much in common, germane may additionally imply a fitness for or appropriateness to the situation or occasion.

When is material a more appropriate choice than pertinent ?

While in some cases nearly identical to pertinent , material implies so close a relationship that it cannot be dispensed with without serious alteration of the case.

When would relevant be a good substitute for pertinent ?

The words relevant and pertinent can be used in similar contexts, but relevant implies a traceable, significant, logical connection.

Articles Related to pertinent

Trending: New Emails Possibly...

Trending: New Emails Possibly 'Pertinent' to Clinton Investigation

The FBI notes that newly discovered emails that might be pertinent to the Clinton email investigation.

Thesaurus Entries Near pertinent

pertinently

Cite this Entry

“Pertinent.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/pertinent. Accessed 10 Apr. 2024.

More from Merriam-Webster on pertinent

Nglish: Translation of pertinent for Spanish Speakers

Britannica English: Translation of pertinent for Arabic Speakers

Subscribe to America's largest dictionary and get thousands more definitions and advanced search—ad free!

Can you solve 4 words at once?

Word of the day.

See Definitions and Examples »

Get Word of the Day daily email!

Popular in Grammar & Usage

Your vs. you're: how to use them correctly, every letter is silent, sometimes: a-z list of examples, more commonly mispronounced words, how to use em dashes (—), en dashes (–) , and hyphens (-), absent letters that are heard anyway, popular in wordplay, the words of the week - apr. 5, 12 bird names that sound like compliments, 10 scrabble words without any vowels, 12 more bird names that sound like insults (and sometimes are), 8 uncommon words related to love, games & quizzes.

• Cambridge Dictionary +Plus

Meaning of pertinently in English

Your browser doesn't support HTML5 audio

• Do you have any idea when this started or, more pertinently, when it might end?
• The judge asked herpertinently whether she would accept such a poor excuse from one of her own employees .
• appertain to something
• interconnect
• interconnected
• interconnectedness
• interconnection
• intercorrelate
• relatability
• relate to someone/something

Related word

Word of the Day

a group of four people who play musical instruments or sing as a group

Alike and analogous (Talking about similarities, Part 1)

Learn more with +Plus

• Recent and Recommended {{#preferredDictionaries}} {{name}} {{/preferredDictionaries}}
• Definitions Clear explanations of natural written and spoken English English Learner’s Dictionary Essential British English Essential American English
• Grammar and thesaurus Usage explanations of natural written and spoken English Grammar Thesaurus
• Pronunciation British and American pronunciations with audio English Pronunciation
• English–Chinese (Simplified) Chinese (Simplified)–English
• English–Chinese (Traditional) Chinese (Traditional)–English
• English–Dutch Dutch–English
• English–French French–English
• English–German German–English
• English–Indonesian Indonesian–English
• English–Italian Italian–English
• English–Japanese Japanese–English
• English–Norwegian Norwegian–English
• English–Polish Polish–English
• English–Portuguese Portuguese–English
• English–Spanish Spanish–English
• English–Swedish Swedish–English
• Dictionary +Plus Word Lists
• English    Adverb
• All translations

Add pertinently to one of your lists below, or create a new one.

{{message}}

Something went wrong.

There was a problem sending your report.