Production Title: SHS Practical Research I Week 6

Running Time: 10-15 minutes

MELCs: (1) Synthesizes information from relevant literature

Subject: Practical Research I

Grade Level: 11
Quarter: First Quarter – Week 6
Writer: Melvin L. Viaña|Laiya National High School

Seq. I/E Audio Video

1 Music/SFX OBB
2 I Hello, fellow researcher! Talent on the right third of the screen (MCU)

In the last lesson, you were taught to collect literature

and studies relevant to your own research endeavor. To
boot, you were also taught to cite them properly using
either the APA, MLA, or Chicago Style. Text beside talent: APA, MLA, Chicago Style
3 I In this video, you will get tips on how to synthesize the Talent on the right third of the screen (MCU)
key points you got from your readings into a coherent
essay we usually call the Review of Related Literature.
Text beside talent: synthesize key points from
relevant literature
4 I Music/SFX I. Introduction
5 I The first thing you must understand is that literature Talent on the right third of the screen (MCU)
reviews aren’t just summaries of all the readings you
did on your topic. Text beside talent: RL ≠ Summaries

Rather, they synthesize key points from those readings Text beside talent: RL = Synthesis of key points
into a coherent essay.

Remember, your literature review orients your readers

as to the focus of your own paper.
6 I Now, how do you organize the bulk of materials you 3 ways to synthesize read literature
already have? Well, there are three general ways to do
it.

7 I First, you may group studies with similar topics 1. Group studies with similar topics
together. together.

For example, if you’re working on a study about

educational interventions against the spread of sexual
diseases, you might want to group together the
approaches that worked and those that did not. This
will give you and the readers a clearer understanding
of what works, what does not, and why.
8 I Second, you may group studies based on their
frameworks or perspectives.

This works by starting from a more general theory and

then moving on to more specific concepts or
applications relevant to your topic.

For example, if you are a HUMSS student working on

the literary analysis of short stories using
postcolonialist lenses, you would have to start by
telling your readers about postcolonialism’s origins
first. Then, you can move on to how it has influenced
the academia in recent decades. Ultimately, you’ll
have to explain how it can be applied to literature and
 your own study.
9 I Lastly, you can group studies based on the
methodology that they used.

For example, if you are a STEM student trying to

innovate mushroom production in your school, you
might want to group your readings based on the ways
researchers have tried doing the same. With this, you’ll
have the chance to compare different methods and
consider various factors that affect mushroom growth.
10 I But however you arrange the materials you gathered,
you should always remember that the rules of the
thumb are cohesion and coherence.
COHERENCE
11 We say that your essay has cohesion when the
materials included are related to and connected with
each other. While it is tempting to include all your
readings into your review, you must consider how
helpful they are to your general purpose. For example, Do not include all readings.
if you’re working on reading remediation, a study on
numeracy might only be tangentially related and not
necessary for your own review.
12 Now, we say that your essay has coherence when the Coherence – smooth, logical flow of ideas
discussion of the studies moves logically and smoothly
from one idea to the next.
13 This is achieved through several means, including the
effective use of transitional devices.

We shall deal with this more deeply in the next video.

For now, let us deepen our understanding of the word
“synthesis”. This is key to understanding how your
review should be written.
14 To summarize:

Usually, a synthesis comes after the presentation of

two things—the thesis and the antithesis.

It is therefore a “negotiation” of sorts between what

one asserts (the thesis), the things/ideas that counter
the thesis (anti-thesis).

Thus, in research, the synthesis as a part of the Review

of Related Literature should summarize the existing
debate relative to the topic one is working on.
15 Music/SFX II. Development
16 You are now to do an activity designed as a
preliminary survey of your readings.

Here is how it goes:

Activity 1.
1. Look at the literature/studies you have at hand.
2. Think about the function a particular study
will have in your RRL.
3. Label each accordingly. You may either write
“General Overview/Backgrounder”, “Thesis”,
or “Antithesis”. You may include other tags as
the need arise. For example, you can tag a
study as “support for x/y/z”.
4. Tabulate the title of the studies and the
 functions they will fulfill in your RRL.

Bibliographic Purpose in the

Entry RRL
Be sure to accomplish this activity because it will
serve as the basis of your activities in the next part of
the lesson.

For now, bookmark this part of the video lesson and

just return to this point once you’re done with the
activity.
17 Music/SFX III. Engagement
18 Welcome back! We shall now proceed with the
engagement part.

In this stage, you are to do another activity geared

towards the cohesive arrangement and presentation of
your RRL.
19 Activity 2

1. Before we start, please pull out the table you

prepared in the last activity.
2. Re-arrange the studies based on the
suggestions given in the previous lecture. That
is:
2.1. by topic
2.2. by scope/perspective
2.3. by methodology (for studies)
3. Present your arrangement as a list. By Topic Titles
Title 1:
Title 2:
Topic 1
Title 3:
Etc.
Title 1:
Title 2:
Topic 2
Title 3:
Etc.
Title 1:
Topic 3 Title 2:
Title 3:
By Scope/ (From the most
Perspective general to the most
specific)
Title 1:
Title 2:
Title 3:
Etc.
By Methodology
Title 1
Methodology 1:
Title 2
Title 3
Title 1
Methodology 2: Title 2
Title 3
Methodology 3: Title 1
Title 2
Title 3
20 Music/SFX IV. Assimilation
 By now, you should already have a good idea of how
to arrange the related literature you have at hand.

Just to measure how your understanding should have

changed before and after this lesson, please answer the
following questions:
1. How did your understanding of writing
the RRL change before and after this
lesson?
2. Based on last activity, which is the best
way to the arrange the literatures you
have at hand?
3. At this point, do you think the related
literature you have already suffices? Or
do you need more? If you do, what topics
or areas do you still need to search related
literature for?
FI/FO
21 Thank you for bearing it out with me! MCU of Talent, mid of screen

In the next lesson, we shall zoom in on the ways you

can write your review of related literature (RRL) as a
coherent essay.

Until then! This has been Mr. Melvin L. Viaña,

Teacher III from Laiya National High School.
FI/FO/CBB