please provide aList of Referencesin Turabian format.

Literature Review Assignment

 

This document contains a narrative summary of the major sources that inform the research topic. The articles under review must be peer-reviewed articles, scholarly texts, or other appropriate sources and websites. The literature review is not an annotated bibliography or a “laundry list” of reviewed articles. It should capture the issues in the research topic and be organized thematically and be written as a narrative essay. At the end of this review, students should remind the reader that the research question has still not been adequately answered and there is more research to conduct, which is the purpose of the project! The review should include 12 sources and include a list of complete citations. Length: 15 Pages. NOTE: Only use Turabian (Author-date) citation please.  

Book

One author

Gladwell, Malcolm. 2000. The Tipping Point: How Little Things Can Make a Big Difference.    Boston: Little, Brown.

In text citation (Gladwell 2000, 64-65)

Two or more authors

Morey, Peter, and Amina Yaqin. 2011. Framing Muslims: Stereotyping and Representation after 9/11. Cambridge, MA: Harvard University Press.

In text citation (Morey and Yaqin 2011, 52)

See attached examples.

 

Please include a cover sheet with your assignment.

 

A literature review begins with introductory paragraphs in which the writer frames the research topic and its significance, and the puzzle that the researcher is addressing. To do that, the writer will summarize the major relevant arguments on the research subject, highlighting the main issues and how schools of thought differ. If there are key terms to be defined, the writer should do that here. (3 pages)

 

The body of the literature review tells readers what others have found in their studies about your specific research question (the extent of existing knowledge on your specific research question), critiques what is useful or less relevant and useful with other studies, and discusses how the work is distinguishable from the research study you are proposing. Your review should organize material by theme or method, or what makes sense for the project. This literature review should include a critical review of 12 appropriate articles, to include scholarly, peer-reviewed articles, material from government publications and websites, or other topic-appropriate source.  Please provide citations for the ideas of different authors. (Author Date) in the text, please use “References” format for the complete citations at the end of the assignment(8 pages)

 

The conclusion should summarize the primary “sense of the literature”, encapsulating for the reader where the existing literature ends and your research will start as you seek to answer the question that still remains and how your work can potentially add to the body of knowledge. (4 pages).

 

On a separate page, please provide a List of References in Turabian format. Provide complete citations for the articles and sources you used in your literature review.

 

There are examples to help you in your Lessons folder. There is a student Lit Review, and several articles that contain a literature review so you can see how a student would craft a lit review as a component of his research paper, and how a published article incorporates a review of literature.

 

GRADING RUBRIC IRLS699: Literature Review Assignment

Criteria Beginning Developing Accomplished
Sources and Source Quality(10 points) Fewer than 25 sources and/or sources not appropriate to the research topic or question under investigation. Over-reliance on low quality journals and/or sources that are exceptionally brief.(0-4) Includes 25 sources, including 15 from peer-reviewed material. Includes primary research article and/or articles from well-respected journals in the field.(5-7) 30 or more sources, including 20 sources from peer-reviewed material. Includes a variety of sources from high quality journals, and juried publications.(8-10)
Inquiry Question(10 points) Missing inquiry question, area of focus, or research puzzle. Significance of the problem is not clear.(0-4) One element is missing or unclear: inquiry question, area of focus or research puzzle, significance of the problem. (5-7) Inquiry question and area of study clearly described; significance of the problem is addressed.(8-10)
Organization(15 points) No clear organization or organizational plan inconsistent.(0-6) Well organized with organizational plan obvious throughout. The literature review demonstrates that the author is knowledgeable about the prior research that is important to his or her topic/research question.(7-11) Organization pattern demonstrates understanding of prior literature information on the topic (historical, general to specific, segments of the topic, etc.) and organizational plan enhances the presentation, promoting ease in reading, and clear demonstration of arguments within the literature.(12-15)
Connection to Defined Problem Area(10 points) Mismatch between problem area defined and the selection of articles/sources.(0-4) Apparent match between problem area defined and selection of articles/sources, although perhaps not clearly articulated.(5-7) Shows thorough understanding of the relationship of the sources selected to the problem area.(8-10)
Incorporation of Theoretical Framework (15 points) Theoretical framework is unclear or vacant from literature review.(0-6) Theory is incorporated but may require some additional work to link it clearly to the study.(7-11) Theory or model is clearly defined and linked to the study.(12-15)
Synthesis/Summary(10 points) Lacks summary or any synthesis of the information, leaving each article as a standalone piece and/or misinterprets the information and makes statements unsupported by the literature.(0-4) Summarizes the overall picture obtained from the literature review and synthesizes the knowledge gained.(5-7) Summarizes and shows insightful synthesis of the literature information, including analysis of gaps in and/or limitations of the research.(8-10)
Style(30 points) Contains many spelling or grammatical errors, and does not closely follow Turabian style. Uses excessive direct quotes (more than 10-15% of the text), or the author fails to incorporate references and/or citations appropriately/effectively, generally lacks transitions. (0-15) Contains few spelling or grammatical errors, scholarly tone/academic tone is used throughout, missing few references within the text or on the reference list. A couple of the listed references are not used in the review,follows Turabian style consistently with few errors, uses quotations and citations appropriately, transitions are clear but may not be smooth. (16-24) Contains no spelling or grammatical errors, scholarly/academic tone is used throughout, full citations for all sources mentioned, all listed references used in the literature review, follows Turabian style perfectly, incorporates smooth transitions. (25-30)

 

 WRITING WITH INTELLIGENCE

In graduate programs, you are required to communicate your ideas through writing and your ability to write effectively is a gradable portion of most projects. Fortunately, every person can learn to write more effectively and correctly, so think of every assignment as an opportunity to practice and hone your skills!!

The following are some basic guidelines for writing with intelligence:

  • Say what you mean.  Clarity is the most important element of writing effectively. Choose your words and phrases carefully to ensure that you communicate exactly what you mean, not some vague approximation of your idea.  This requires understanding what you are trying to say first, and may take several tries.
  • Keep your focus.  Too often, students try to write everything they know about a given subject whether it is directly relevant, or answers the question that is being asked.
  • Write with structure.  We learned in high school English class how to write a paragraph but for many of us, our professions dictated that we write in incomplete sentences and truncated paragraph. In academic work, you will re-learn the techniques.  First, write the topic sentence that states the thesis of the paragraph.  Then follow it with 3 – 4 supporting sentences.  Each paragraph you write should follow that model.
  • Use transitions to move from one line of thought to another.  Transitions recap the thought from the previous section and shift the direction of thought.
  • Review and practice basic punctuation and grammar.  In your Lessons folder this week is a link to arguably the best little book on writing ever printed. This is Strunk and White’s The Elements of Style. I firmly believe that every student ought to own a copy of this book. I re-read my dog-eared copy every year or so and always learn more!
  • At the conclusion of a section or paper, recap and summarize what you’re written so your points are clear in the reader’s mind.
  • Have a plan. Having made notes from reading and re-reading the article you are going to review, the writer can make an outline or jot down the main points that capture the argument of the article.
  • Follow a format. Decide what the format will be.
  • Edit, Edit, Edit.  Be merciless. If a word is not critical, cut it out. It is surprising how difficult it is to write a simple 1- page review of an article, but this is an important learning tool to writing with clarity and precision.

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