Practical

SHS
Research 2
Quarter 1 – Module 3:
Learning from Others
and Reviewing
the Literature

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Personal Development
Alternative Delivery Mode
Quarter 1 – Module 3: Learning from Others and Reviewing the Literature
First Edition, 2020

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Practical Research 2
Quarter 1 – Module : 3
Learning form Others and
Reviewing the Literature
Introductory Message
For the facilitator:

Welcome to the Practical Research II – Grade 12 Alternative Delivery Mode (ADM)

Module on Learning form Others and Reviewing the Literature!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Practical Research II – Grade 12 Alternative Delivery Mode (ADM)

Module on Identifying the Inquiry and Stating the Problem!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

Everything begins from scratch. This is how you would feel in this module. The
focus of this module is the development of your skill to responsible writing. Take a
look at the following lessons which were arranged according to the most practical
way to develop the nicknacks of the review of related literature section.

The module is divided into four lessons, namely:

• Lesson 1 – Back to basics: Starting the review
• Lesson 2 – Follow the standards: The Ethics and The Goods in reviewing
• Lesson 3 – Creating a writer in you: Writing the review
• Lesson 4 - Putting together your masterpiece: Finalizing the review

After finishing this module, you, our learner, are expected to have acquired and
exhibited the following research competencies:
1. selects relevant literature
2. cites related literature using APA Manual of Style
3. synthesizes information from relevant literature
4. writes coherent review of literature
5. follows ethical standards in writing related literature
6. defines terms used in study
 What I Know

The following questions shall test your knowledge on the information covered in
this module. They will assess your familiarity on writing a Literature Review. Circle
the best answer.
1. Which does NOT define what a literature review is?
a) The process of reading and analysing published research for the purpose of
completing manuscript for publication.
b) The process of scrutinizing published research.
c) The activity of doing an internet search on a topic and looking through the
results.
d) The written component of a research project that discusses concepts from
other references and research.

2. Why does a researcher conduct a literature review?

a) To familiarize themselves with the strand or the field they are in.
b) They are paid to review it.
c) The students are required to by their teachers.
d) To reproduce existing research, and create a similar result from it.

3. To start your literature review, what should you do first?

a) Formulate your hypothesis
b) Ask your teacher
c) Write about the articles on your topic
d) Identify the research questions

4. Where should you LEAST go to find the literature on your topic?

a) Wikipedia
b) Library
c) Government Database
d) Periodicals

5. Which is NOT a way to organize a review?

a) By theme or concept
b) By research questions
c) By methodology
d) By type of source

6. The following entry written in APA format is taken from what?

Dino, C. M. & Gustilo, L. E. (2015). Literature and Linguistics. Digitalk: An
exploration of the linguistic features of CMC. International Journal of
Languages, 1(1). doi: 10.7763/IJLLL.2015.V1.11
a) Book
b) Dictionary
c) Journal
d) Magazine
7. The following entry written in APA format is taken from what?
Coulmas, F. (2005). Sociolinguistics: The study of speakers’ choices. NY:
Cambridge University Press.
a) Book
b) Dictionary
c) Journal
d) Magazine

8. What words or phrases establish the connection between the ideas that a writer
present as part of the review?
a) Verbs
b) Sentences
c) Transitional devices
d) Proofreading marks

9. What does it mean when you say that a source is Operative?

a) The writer should be recognized and skillful in writing the content.
b) The content should be based on facts and statistics.
c) Bias ad other forms of personal comments are avoided. If the ideas are
mere opinions, remove it.
d) The source should be up-to-date, recent, useful and relevant

10. Which of the following is an ADVANTAGE of searching the world wide web?
a) Some materials may be not be appropriate one’s age
b) It has a variety of materials that can be accessed anytime
c) Because it is for free, anyone can just make and post it
d) Downloading and using them can be tricky due to copyright law

11. Which part of a research paper takes into account the different published
journals and other written works that has already delved into the same topic that
of the researcher is currently studying?
a) Research Abstract
b) Related Literature
c) Review of Related Literature
d) Research Ethics

12. Which of the following skills are not demonstrated in writing review of related
literature?
a) Information seeking
b) Identifying a set of useful articles and books
c) Identifying unbiased and valid studies
d) Identifying problems and solutions
13. What structure of review of literature contains literature from books and
different form of materials which are considered non-empirical?
a) Scholarly literature
b) Local Literature
c) Conceptual Literature
d) Concept one related to Research Question 1

14. What promotes the aims of research, such as knowledge, truth and avoidance
of error?
a) Ethical Standards
b) Ethics
c) Research Principles
d) Research Accountability

15. Ana, a student-researcher copy the entire part of the literature without citing
the source. What kind of plagiarism is employed?
a) Global Plagiarism
b) Patchwork Plagiarism
c) Instrumental Plagiarism
d) Incremental Plagiarism

16. In order for Andrew, a grade 12 student-researcher, to submit a review of

related literature he patched together different sources as if it was his own work.
What Ethical Standard in writing review of related literature is violated?
a) Objectivity
b) Integrity
c) Honesty
d) Intellectual Property

17. What is the meaning of APA?

a) American Psychological Accreditation
b) American Print Accreditation
c) American Psychological Association
d) American Periodic Association

18. What do we call the labels that are inserted next to each piece of information
that comes from another source?
a) Paraphrasing
b) Quotations
c) In-text citations
d) Reference list

19. What do we call the writing of information and ideas from a source in your own
words?
a) Paraphrasing
b) Quotation
c) In-text citation
d) Referencing
20. What manual of style asserts that you must have a Works Cited page at the end
of your research paper?
a) Chicago Style
b) APA Style
c) MLA Style
d) ISO 690

[Check your answer using the key at the end of the module]
Lesson
Back to basics:
1 Starting the review
Are you ready to be engaged in to more reading? This lesson will focus on the
basics of your review of related literature. After crafting your chapter 1 from the
previous lesson, we are now heading on gathering relevant and appropriate
literatures. As a student-researcher, this will keep you track your reading and
focus on the most relevant inputs.

At the end of the lesson, you will be able to:

1. identify key points in writing review of related literature

2. classify relevant literature and studies
3. explain the importance of the review of related literature

What’s In

Recall the objectives for your research. These will allow you refresh your focus in
doing your study.

Research Objective/s 1.

2,

3.
 Notes to the Teacher
The review or recollection may be an oral or written activity or
both. This may be an individual or group activity base on how the
research study is conducted. If by group, a chosen leader or
speaker may do the sharing.

What’s New

Boosting Your Minds

Try to figure out the message/s of this illustration in relation with our topic.

© google images,kindping.com

What does it remind you of?

If it reminds you that reading is important in writing or is helpful in writing, then

you are correct. From reading books or electronic materials our minds are
enriched with concrete and crucial information necessary in writing particularly in
doing your research.
This also explains that collection of readings from different books or resources
takes a huge part in the crafting of your Review of Related Literature.

Remember to make sure that your readings must go well with your research topic,
problem or objectives so it will not waste your time. Hence, let’s first know what
review of related literature is.
Review of Related Literature
• According to Taylor (n.d.), the review of related literature is a part of research
paper that takes into account the different published journals and other
written work that has already delved into the same topic that the researcher
is currently studying.
• Helen Mongan-rallis (2014) emphasised that a literature review must not
only be a summary of professional literature but also a critical analysis of
relationship among different published works and relate to the researcher’s
own work

Objectives of the Review of Related Literature

Besides enlarging your knowledge about the topic, writing a literature review lets
you gain and demonstrate skills in two areas:
1. information seeking: the ability to scan the literature efficiently, using
manual or computerized methods, to identify a set of useful articles and
books
2. critical appraisal: the ability to apply principles of analysis to identify
unbiased and valid studies

What is It

Importance of the Review of Related Literature

Take a look at the following importance of review of related literature in your
research as cited by Bermundo et al.2010.

• It provides the needed information on the theories, concepts and principles

which are essential in developing the conceptual and theoretical framework
of the panned topic.

• It provides the investigator with information about past researches related to

the topic under study. In other words, the review of related literature and
studies is a proof that the current undertaking is not duplicative of any
study.

• It also helps the researcher identify the variables which were already studied
in the past and thus serve as basis for identifying new a new or other
variables in his present study. In short, it is a proof that the new current
research is filling-in a research gap.
 • The sufficiency of related literature and studies also gives the researcher a
feeling of confidence or that there is a sufficient reason to pursue the study.

• It gives the researcher information about the research design, the method
used, the data-gathering instrument, sampling techniques and others.
Therefore, when related literature and studies are sufficient, the researcher
can proceed writing the proposal without much problem and assistance from
the research adviser.

• It is also important because it provides the findings the conclusions and

recommendations offered by the researcher by which the present researcher
could relate.

Structure of Review of Related Literature

For a Senior High School student like you, the suggested subdivisions for the
related literature are as follows:
1. Conceptual Literature – It contains literature coming from books,
journalism, and other forms of material, concerning or relevant to the study,
but are data-free or non – empirical material, coming from both foreign and
local sources.

2. Scholarly Literature - these are empirically – based, like scientific paper,

theses, and dissertations, both published and unpublished, coming from
local and foreign sources.

It is also possible that you follow this:

3. Local literature - information found in books, professional journals and

magazines, newspapers and University publications published by the
different colleges and universities in the Philippines.

4. Foreign literature - These are manuscripts, theses researches and

dissertations conducted in other countries.

Other structures include:

1. Concept one related to Research Question 1

2. Concept two related to Research Question 2

3. Concept three related to Research Question 3

 What’s More

There are many different ways to organize your references in a literature review,
but most reviews contain certain elements.

Basic elements of a Literature Review

• Objective of the literature review

o Clearly describe the purpose of the paper and state your objectives in
completing the literature review.

• Overview of the subject, issue or theory under consideration

o Give an overview of your research topic and what prompted it.

• Categorization of sources
o Group your research either historic, chronologically or thematically

• Organization of Subtopics
o Group your subtopics present them in a logical order starting with the
most prominent or significant and moving to the least significant

• Discussion
o Provide analysis of both the uniqueness of each source and its
similarities with other sources

• Conclusion
o Summarize your analysis and provide evaluation of the reviewed
works and how it is related to its parent discipline, scientific
endeavour or profession. (Retrieved from
https://uscupstate.libguides.com/Literature_Review)

Activity 1 Let’s check.

TRUE or FALSE. Write T if the statement is correct F of not.

____________1. Review of related literature must go beyond just summarizing

professional literature.

_____________2. A literature review is a part of the research paper that takes into
account the different published journals and other written work had already delved
into the same topic that the researcher is currently studying.

____________3. Review of Related Literature is the same as the Annotated

Bibliography.
_____________4. Familiarizing in online databases and trying to narrow down your
searches help in gathering the right result.
_____________5. A literature review is collection of unrelated studies and literature.

_____________6. Considering research objectives are crucial in identifying related

literature.
_____________7. An example of conceptual literature is a thesis published
electronically.

_____________8. Foreign literatures are data and information gathered from the
Philippines.

_____________9. Old or past researches are considered useless even if it is

connected to your study.
_____________10. • The sufficiency of related literature and studies also gives the
researcher a feeling of confidence or that there is a sufficient reason to pursue the
study.
[Check the answer at the end of this module]

Activity 2. Let’s Visualize.

Given the key points and importance of the review of related literature.

What do you think will happen if the student-researcher fails to gather relevant and
appropriate literatures and studies? Give possible consequences and solution to
this problem.

Consequences Solution

[Check some possible answers at the end of the module]

Activity 3: Let’s plan.
A good review requires careful planning. As student-researcher, I know that you
had been reading and gathering information from the initial part of your study.
Now, let us outline what you have already gathered.

Research Title: ____________________________________________________

Research Conceptual Scholarly Local Foreign

Question Literature Literature Literature Literature

1.

2.

3.

This task will show how extensive your readings are prior to your study. Also, you
may reflect on your readings and ask your self are my readings enough. If not, do
not hesitate to read more. You can do it!
Lesson Follow the standards:
2 The Ethics and The Goods
in reviewing
Are you done reading and collecting related literatures? In this lesson, your
data will be carefully written in order to avoid ethical violation. This lesson
will help you establish credibility, academic honesty, and integrity as a
student-researcher. Guidelines and standards of related literature writing
will be thoroughly given. This lesson will also give you notes on the
importance of reviewing your work.

At the end of the lesson, you will be able to:

1. define ethical standards in writing review of related literature,

2. cite related literature using APA Manual of Style, and

What’s In

Before you start crafting your related literature let’s make a checklist on
how extensive your collected facts are.

Check which applies to you.

 I have already sourced out my Conceptual Literature

 I have already sourced out some Scholarly Literature
 I have read local literature
 I have read foreign literature
 I have aligned my readings to my specific research questions
 I have read sufficient materials about my topic
 I have highlighted or written the important information I have
gathered from the material
 I have noted the bibliographic information of the materials I have read,
especially those that I intend to use in my paper

If one or more of the boxes have been left unchecked, you might want to review
Lesson 1 again. When you have missed one of the checklist, there is a possibility
that your Literature Review would be raw or half-baked—meaning, it might not
contain sufficient information to support your research paper.

When all of the boxes have been checked, you can now proceed to the next section.
REVIEW OF RELATED LITERATURE

Fill in this sheet to track your readings and sort it out. Write all topics or
information that you gather and check whether it is helpful and relevant for
your study. You may also change the headings of the table suited to the
structure that you decide to use. Do not forget that all information must be
aligned in you research objective/ questions.

Use a separate sheet for this activity. You may need more than one sheet in
doing this task.

RELATED LITERATURE

Local Studies

Title/topic Author/ Publication: Remarks

Foreign Studies

Title: Author/ Publication: Remarks

RELATED STUDIES

Local Studies

Title/topic Author/Publication Remarks

Foreign Studies

Title: Author/Publication Remarks.

 Notes to the Teacher
The review or recollection may be an oral or written activity or
both. This may be an individual or group activity base on how the
research study is conducted. If by group, a chosen leader or
speaker may do the sharing.

What’s New

Ethical Standards and Its Importance

Before we dig deeper into this topic, try to figure out which among the following
words can be associated to Ethical Standards in research.

Ethical
Standards
In
Research

Rules Method Procedure Perspective Knowledge Truth

Avoidance of error Falsifying Misrepresenting research Norm Accountability

Prejudice Bias Honesty Objectivity Intellectual property

Choose the words/phrases which you think are associated to Ethical Standards in
research and try to explain you answer.

Words/Phrases associated Why is it associated?

What have you chosen?

Did you happen to choose falsying, misrepresenting research, prejudice, and bias?
If you did, then you are probably not yet familiar about the ethical standards of
research as those four defy such standards.

Defining Ethics

Cambridge dictionary defines “Ethics” as the study of what is morally right and
wrong. Check the related words from the initial activity.
As a student-researcher it is a must for you to acknowledge these standardized
rules that guide the design and conduct of your research.

Why do you think is it important to adhere ethical norms in research particularly

in your review of related literature?

Answer:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Pause for a moment and make sure that you have written your answer.
Compare your answer to the discussions that follow as regards the importance of
maintaining ethics in research.

Importance of Ethical Standards in Research

• Promotes the aims of research, such as knowledge, truth, and avoidance of
error.
Examples:
o prohibitions against fabricating,
o Falsifying
o misrepresenting research data promote the truth and minimize error.

• Promotes the values that are essential to collaborative work, such as trust,
accountability, mutual respect, and fairness. Many of these are designed to
protect intellectual property interests while encouraging collaboration.
Examples:
o guidelines for authorship
o copyright and patenting policies
o data sharing policies
o confidentiality rules in peer review,
• Helps to ensure that researchers can be held accountable to the public.
Ethics would be necessary in order to make sure that researchers who are
funded by public money can be held accountable to the public.
Examples:
o policies on research misconduct
o conflicts of interest
o the human subjects protections
o animal care and use
David B. Resnik, J.D., Ph.D., 2018

Given the importance of ethical standards on the conduct of research, here are
some ethical principles by Shamoo A and Resnik D. (2015). These must guide you
upon gathering literature and providing evidence to make a stronger research.

• Honesty - Strive for honesty in all scientific communications. Honestly

report data, results, methods and procedures, and publication status. Do
not fabricate, falsify, or misrepresent data. Do not deceive colleagues,
research sponsors, or the public.

• Carefulness - Avoid careless errors and negligence; carefully and critically

examine your own work and the work of your peers. Keep good records of
research activities, such as data collection, research design, and
correspondence with agencies or journals.

• Intellectual Property – Honor patents, copyrights, and other forms of

intellectual property. Do not use unpublished data, methods, or results
without permission. Give proper acknowledgement or credit for all
contributions to research. Never plagiarize.
 What is It

Look at the following pictures. What do you notice?

The Philippines' scrapped "Pilipinas Kay Ganda" logo (right) and Poland's "Polska (top).
Switzerland's campaign in 1951 (bottom) and the Philippines' current tourism slogan
Photo credits: https://news.abs-cbn.com/

The above images belong to the most controversial plagiarisms scandals in the
Philippines. Yes! Pictures could be plagiarized. More so in writing.

Research Ethical Standard in writing review of related literature strongly prohibits

PLAGIARISM as it is unethical to copy and use someone’s’ words and ideas without
giving them proper recognition or citation.
Be Aware!

Here are the three different types of plagiarism that you should avoid.

1. Global Plagiarisms: When someone steals an entire project from one source
Lucas, 2001).

2. Patchwork Plagiarism: Someone edits together two or more different

sources and presents the result as his or her own work (Lucas, 2001).

3. Incremental Plagiarism. This is when the bulk of the project is yours and
the organization is yours, but passages or bits of information have been
taken from others’ work without being acknowledged. A reader or listener
has no way of knowing where these bits came from or that they were not
your original ideas (Lucas, 2001).

Avoiding Plagiarism in Review of Related Literature

Plagiarism completely violates the principle and aims of the ethical standard in
research. Hence, you must learn techniques on avoiding this in writing your
review of related literature. Remember that as student-researcher, you must
cater honesty and protect intellectual property interests while encouraging
collaboration among other authors/ researchers.

KEEP THESE IN MIND

The best strategy in avoiding plagiarism in your work is by giving proper citation
and recognition to the rightful owner the words or ideas gathered for your studies.

There are different ways of citing sources. The most common styles are as follow:

• American Psychological Association (APA) – most commonly use style

of citing sources within the social sciences (Angelie et al.,2010).

• Modern Language Association (MLA)- most commonly use when

writing research topics in liberal arts and humanities scope of study

• Chicago Manual Style – most commonly used and respected style

guides in the United States (Spencer, 2011).
Take note: As a student-researcher APA format is expected in your research work.
 What’s More

Citation On the Go!

In-text citations. Labels that are inserted next to each piece of information that
comes from another source.

For this section, you will familiarize yourself with three In-text Citation styles:
A. The American Psychological Association (APA)
B. The Modern Language Association (MLA)
C. The Chicago Manual of Style (CMOS)

A. The APA – In-text Citation

Here are examples of in-text citation rule from the Publication Manual of the
American Psychological Association (APA) 6th Edition:

In-text citation rule: For paraphrasing and quotations,

always include the author's last name and the date
published. Paraphrases do not have to include page numbers
(and some instructors may prefer this method, so check with
Book, them). However, in the new edition of the APA Manual, they are
Single Author recommended.
6.11
Referring the author in the text: According to Ball (2001), the
earth contains many bright colors (p.10).
Author not referred to in the text: The earth contains many
bright colors (Ball, 2001, p.10).
If a work has only two authors, cite both names each time you
reference the material.
EXAMPLE: According to Bird and Martin (2005), Robert
Oppenheimer led a tragic life.
If a work has three, four, or five authors, you should cite all of the
authors by last name in the first in-text reference. In a
subsequent reference, you would cite the name of the first author
Book, listed followed by et al.
Multiple Authors
6.12 EXAMPLES:
Johnson, Lee, and Martin (2010) attempted this experiment. [first
in-text citation]
Johnson et al (2010) confirmed the number of participants.
If a work has six or more authors, only cite the first author's last
name followed by et al for all in-text citations.
Vidal et al (2010) concluded that working in a library is the best
 job a student can have.
For an in-text citation for a source with no identified author, your
Works with no in-text citation will include the first part of your reference, usually
author the title.
6.15 EXAMPLE: When research is completed in a timely manner,
student grades are better ("How To Succeed," 2010).
EXAMPLES:
Corporate author
According to the National Institute of Mental Health (NIMH, 2007),
(easily identified
high cholesterol levels are affecting children as well as adults.
by acronym)
In subsequent in-text citations, you should use NIMH (2003).

Learn more common core element in APA style form these links:

• APA Tutorial (the basics):The basics of APA Style (6th edition)

(http://www.apastyle.otg/learn/tutorials/basics-tutorial.aspx)
• APA Tutorial (what’s new): What’s new in the 6th edition
(http://www.apastyle.org/learn/tutorials/brief-guide.aspx

B. The MLA – In-text Citation

The Basics
In the Modern Language Association Style (MLA), referring to the works of
others in your text is done using parenthetical citations. This method
involves providing relevant source information in parentheses whenever a
sentence uses a quotation or paraphrase. Usually, the simplest way to do
this is to put all of the source information in parentheses at the end of the
sentence (i.e., just before the period). However, as the examples below will
illustrate, there are situations where it makes sense to put the parenthetical
elsewhere in the sentence, or even to leave information out.

General Guidelines

The source information required in a parenthetical citation depends (1) upon

the source medium (e.g. print, web, DVD) and (2) upon the source’s entry on
the Works Cited page.Any source information that you provide in-text must
correspond to the source information on the Works Cited page. More
specifically, whatever signal word or phrase you provide to your readers in
the text must be the first thing that appears on the left-hand margin of the
corresponding entry on the Works Cited page.

In-text Wordsworth stated that Romantic poetry was marked by a

citations: "spontaneous overflow of powerful feelings" (263).
Author-page
style Romantic poetry is characterized by the "spontaneous overflow
of powerful feelings" (Wordsworth 263).
 Wordsworth extensively explored the role of emotion in the
creative process (263).

MLA format follows the author-page method of in-text citation.

This means that the author's last name and the page
number(s) from which the quotation or paraphrase is taken
must appear in the text, and a complete reference should
appear on your Works Cited page. The author's name may
appear either in the sentence itself or in parentheses following
the quotation or paraphrase, but the page number(s) should
always appear in the parentheses, not in the text of your
sentence.

In-text For print sources like books, magazines, scholarly journal

citations for articles, and newspapers, provide a signal word or phrase
print sources (usually the author’s last name) and a page number. If you
with known provide the signal word/phrase in the sentence, you do not
author need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as

"symbol-using animals" (3).
Human beings have been described as "symbol-using animals"
(Burke 3).

These examples must correspond to an entry that begins with

Burke, which will be the first thing that appears on the left-
hand margin of an entry on the Works Cited page:

Burke, Kenneth. Language as Symbolic Action: Essays on Life,

Literature, and Method. University of California Press, 1966.
In-text When a source has a corporate author, it is acceptable to use
citations for the name of the corporation followed by the page number for
print sources the in-text citation. You should also use abbreviations (e.g.,
by a corporate nat'l for national) where appropriate, so as to avoid interrupting
author the flow of reading with overly long parenthetical citations.

In-text When a source has no known author, use a shortened title of

citations for the work instead of an author name. Place the title in quotation
print sources marks if it's a short work (such as an article) or italicize it if it's
with no known a longer work (e.g. plays, books, television shows, entire Web
author sites) and provide a page number if it is available.
Example:
We see so many global warming hotspots in North America
likely because this region has "more readily accessible climatic
data and more comprehensive programs to monitor and study
environmental change . . ." ("Impact of Global Warming").
Author-page Page numbers are always required, but additional citation
citation for information can help literary scholars, who may have a
classic and different edition of a classic work, like Marx and Engels's The
literary works Communist Manifesto. In such cases, give the page number of
with multiple your edition (making sure the edition is listed in your Works
editions Cited page, of course) followed by a semicolon, and then the
appropriate abbreviations for volume (vol.), book (bk.), part
 (pt.), chapter (ch.), section (sec.), or paragraph (par.).

Example:

Marx and Engels described human history as marked by class

struggles (79; ch. 1).
Author-page When you cite a work that appears inside a larger source (for
citation for instance, an article in a periodical or an essay in a collection),
works in an cite the author of the internal source (i.e., the article or essay).
anthology, For example, to cite Albert Einstein's article "A Brief Outline of
periodical, or the Theory of Relativity," which was published in Nature in
collection 1921, you might write something like this:

Example:
Relativity's theoretical foundations can be traced to earlier work
by Faraday and Maxwell (Einstein 782).

Citing authors Sometimes more information is necessary to identify the source

with same last from which a quotation is taken. For instance, if two or more
names authors have the same last name, provide both authors' first
initials (or even the authors' full name if different authors share
initials) in your citation.

Example:

Although some medical ethicists claim that cloning will lead to

designer children (R. Miller 12), others note that the
advantages for medical research outweigh this consideration (A.
Miller 46).
Citing a work For a source with two authors, list the authors’ last names in
by multiple the text or in the parenthetical citation:
authors
For Example:

Best and Marcus argue that one should read a text for what it
says on its surface, rather than looking for some hidden
meaning (9).
The authors claim that surface reading looks at what is
“evident, perceptible, apprehensible in texts” (Best and Marcus
9).

Corresponding Best, David, and Sharon Marcus. “Surface Reading: An

Works Cited Introduction.” Representations, vol. 108, no. 1, Fall 2009, pp.
entry: 1-21. JSTOR, doi:10.1525/rep.2009.108.1.1

For a source List only the first author’s last name, and replace the additional
with three or names with et al.
more authors,
Example:

According to Franck et al., “Current agricultural policies in the

 U.S. are contributing to the poor health of Americans” (327).
The authors claim that one cause of obesity in the United
States is government-funded farm subsidies (Franck et al. 327).
Corresponding Works Cited entry:

Franck, Caroline, et al. “Agricultural Subsidies and the

American Obesity Epidemic.” American Journal of Preventative
Medicine, vol. 45, no. 3, Sept. 2013, pp. 327-333.

Citing multiple If you cite more than one work by an author, include a
works by the shortened title for the particular work from which you are
same author quoting to distinguish it from the others. Put short titles of
books in italics and short titles of articles in quotation marks.

Citing two Lightenor has argued that computers are not useful tools for
articles by the small children ("Too Soon" 38), though he has acknowledged
same author: elsewhere that early exposure to computer games does lead to
better small motor skill development in a child's second and
third year ("Hand-Eye Development" 17).

Citing two Murray states that writing is "a process" that "varies with our
books by the thinking style" (Write to Learn 6). Additionally, Murray argues
same author: that the purpose of writing is to "carry ideas and information
from the mind of one person into the mind of another" (A Writer
Teaches Writing 3).
Additionally, if the author's name is not mentioned in the
sentence, format your citation with the author's name followed
by a comma, followed by a shortened title of the work, and,
when appropriate, the page number(s):
Visual studies, because it is such a new discipline, may be "too
easy" (Elkins, "Visual Studies" 63).

Citing If you cite from different volumes of a multivolume work,

multivolume always include the volume number followed by a colon. Put a
works space after the colon, then provide the page number(s). (If you
only cite from one volume, provide only the page number in
parentheses.)

. . . as Quintilian wrote in Institutio Oratoria (1: 14-17).

Citing the Bible

In your first parenthetical citation, you want to make clear
which Bible you're using (and underline or italicize the title), as
each version varies in its translation, followed by book (do not
italicize or underline), chapter, and verse.

Example:

Ezekiel saw "what seemed to be four living creatures," each

with faces of a man, a lion, an ox, and an eagle (New Jerusalem
Bible, Ezek. 1.5-10).
If future references employ the same edition of the Bible you’re
 using, list only the book, chapter, and verse in the
parenthetical citation:

John of Patmos echoes this passage when describing his vision

(Rev. 4.6-8).

Citing indirect
sources Sometimes you may have to use an indirect source. An indirect
source is a source cited within another source. For such
indirect quotations, use "qtd. in" to indicate the source you
actually consulted.

Example:

Ravitch argues that high schools are pressured to act as "social

service centers, and they don't do that well" (qtd. in Weisman
259).
Note that, in most cases, a responsible researcher will attempt
to find the original source, rather than citing an indirect
source.

Citing non- • Include in the text the first item that appears in the
print or sources Work Cited entry that corresponds to the citation (e.g. author
from the name, article name, website name, film name).
Internet • Do not provide paragraph numbers or page numbers
based on your Web browser’s print preview function.
• Unless you must list the Web site name in the signal
phrase in order to get the reader to the appropriate entry, do
not include URLs in-text. Only provide partial URLs such as
when the name of the site includes, for example, a domain
name, like CNN.com or Forbes.com, as opposed to writing out
http://www.cnn.com or http://www.forbes.com.

Multiple To cite multiple sources in the same parenthetical reference,

citations separate the citations by a semi-colon:

. . . as has been discussed elsewhere (Burke 3; Dewey 21).

Time-based media sources

When creating in-text citations for media that has a runtime,
such as a movie or podcast, include the range of hours,
minutes and seconds you plan to reference. For example:
(00:02:15-00:02:35).

When a citation Common sense and ethics should determine your need for
is not needed documenting sources. You do not need to give sources for
familiar proverbs, well-known quotations, or common
knowledge (For example, it is expected that U.S. citizens know
that George Washington was the first President.). Remember
that citing sources is a rhetorical task, and, as such, can vary
based on your audience. If you’re writing for an expert audience
of a scholarly journal, for example, you may need to deal with
 expectations of what constitutes “common knowledge” that
differ from common norms.
Lifted from:
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_i
n_text_citations_the_basics.html
C. Chicago Manual of Style (CMOS) - Citing in the Text
The Basics
The Chicago style, when referring to a source of information within the text of a
document, in its simplest form, gives a short citation consisting of the name of the
author (or authors) and the date of publication.

General Guidelines
• The short references within the text are given wholly or partly in round brackets.

• Use only the surname of the author followed by the year of publication. Include
page, chapter, section or paragraph numbers if you need to be specific. A comma is
placed between the year of publication and the page, chapter, section or paragraph
numbers.

• No distinction is made between books, journal articles, internet documents or

other formats except for electronic documents that do not provide page numbers. In
this instance, use the paragraph number, if available, with the abbreviation para.

• Citations in the text can either be either placed at the end of a sentence in
parentheses (brackets) or alternatively, the author's name may be included in the
text, and just the date and additional information placed within the brackets.

Book • A citation for a book appearing in the text as:

There are many reasons for intestinal scarring (Ogilvie 1998, 26-28).

Journal • A citation for a journal article appearing in the text as either:

Article
... gastrointestinal illness is also often misdiagnosed (Morgan and
Thompson 1998, 243).
OR
Morgan and Thompson (1998, 243) argue that gastrointestinal
illness is also often misdiagnosed.

Electronic • An electronic document would be cited in the text in the same way
Document as a print document.

For example, citation for an internet document appearing in the text

as:

There are many useful materials available (Raidal and Dunsmore

1996, par. 13)
would be given in the reference list as:

Note: When referring to multiple authors within the text and within
parentheses, precede the final name with the word and:

... as Kurtines and Szapocnik (2003) demonstrated.

 ... as has been demonstrated (Kurtines and Szapocnik, 2003).

Lifted from: https://libguides.murdoch.edu.au/Chicago

Formatting Your In-text Citation

Depending on what your teacher advises you to use, you would have a
specific citation format to follow. For this module or any successive activities, you
are encouraged to follow the APA 6th edition In-text citation format.

Here is how you do it.

1. Parenthetical citation: Put all the citation information at the end of the
sentence:

2. Narrative citation: Include some of the citation information as part of

the sentence:

Activity1. Checking on your knowledge.

A. Multiple Choices: Write the letter of the correct answer.

1. What type of Plagiarisms occurs when someone steals an entire project from one
source?
a) Global plagiarism
b) Patchwork plagiarism
c) Incremental plagiarism
d) Instrumental plagiarism
2. Which of the following does not express the importance of ethical standards in
research?
a) Promotes knowledge and truth
b) Promotes the values for collaborative work
c) Ensure accountability
d) Neglects errors policies and misconduct in research

3. What are the 3 type of plagiarism?

a) Patchwork, global, and intermodal plagiarism
b) Global, Patchwork , and incremental plagiarism
c) Plain, Global, and International plagiarism
d) Global, Incremental, and patch mate plagiarism

4. What kind of plagiarism occurs when the bulk of the project is yours and the
organization is yours, but passages or bits of information have been taken from
others’ work without being acknowledged?
a) Global plagiarism
b) Patchwork plagiarism
c) Incremental plagiarism
d) Instrumental plagiarism

5. What style is most commonly use in the social sciences?

a) MLA
b) Chicago
c) APA
d) SIST

6. What do we call the labels inserted next to each piece of information that comes
from another sources?
a) Paraphrasing
b) Quotation
c) In-text Citation
d) Referencing

7. Below is an example of in-text citation. Identify what style is followed.

According to Verns (2020), research writing develops students information
seeking and critical thinking skills (p.25)
a) MLA
b) Chicago
c) APA
d) SIST
8. Below is an example of in-text citation. Identify what style is followed.

Kumashiro notes that lesbian and bixesual women of colour are often
excluded from both queer communities and communities of clour (qtd. In Dua 188).

a) MLA
b) Chicago
c) APA
d) SIST

9. Below is an example of in-text citation. Identify what style is followed.

Andrei and Thompson (2001, 324) argue that communicative competence is
not measured by simple speaking test alone.
a) MLA
b) Chicago
c) APA
d) SIST

10. In APA format what will you do if a work cited has six or more authors?
a) Verzo, Vidal et al (2020) concluded that attitude towards English shows
high significant relationship in the level of communicative competence of
the learners.
b) Verzo et al (2020) concluded that attitude towards English shows high
significant relationship in the level of communicative competence of the
learners.
c) Verzo, Vidal, Agustos, Andrade et al (2020) concluded that attitude
towards English shows high significant relationship in the level of
communicative competence of the learners.
d) Verzo et al. concluded that attitude towards English shows high
significant relationship in the level of communicative competence of the
learners.

Activity 2. Checking your citations

Determine if the following is:
a. Narrative citation
b. Parenthetical Citation
c. Referencing

1. According to Cook-Gumperz (1986), “The systematic development of literacy and

schooling meant a new division in society, between the educated and the
uneducated” (p. 27).
2. Easton, B. (2008). Does poverty affect health? In K. Dew & A. Matheson (Eds.),
Understanding health inequalities in Aotearoa New Zealand (pp. 97–106).
Dunedin, New Zealand: Otago University Press.
3. Some educational theorists suggest that schooling and a focus on teaching
literacy divided society into educated and uneducated classes (Cook-Gumperz,
1986).
4. Kasabov, N., Scott, N. M., Tu, E., Marks, S., Sengupta, N., Capecci, E., . . .
Yang, J. (2016). Evolving spatio-temporal data machines based on the NeuCube
 neuromorphic framework: Design methodology and selected applications.
Neural Networks, 78, 1-14. https://doi.org/10.1016/j.neunet.2015.09.011
5. Some argue that relying too much on the Internet for information might hinder
our mental capacities and our ability to read books and other long pieces (Carr,
2008).
6. As mentioned by Carr (2008), “As we come to rely on computers to mediate our
understanding of the world, it is our own intelligence that flattens into artificial
intelligence” (Chapter 3, para. 3).
7. Andragogy is the method and practice of teaching adult learners (Merriam-
Webster's Collegiate Dictionary, 2005).
8. Tyson, Strauss, and Gott (2016) encourage the use of simplified terms when it
comes to discussing and defining the universe. For example, a small white star
is simply called a white dwarf. Keep it short and sweet because the universe is
confusing enough (p. 22).
9. Tyson, N. D., Strauss, M. A., and Gott, J. R. (2016). Welcome to the universe:
An astrophysical tour. Princeton University Press.
10. Use simplified terms when discussing and defining the universe. For example, a
small white star is simply called a white dwarf. Keep it short and sweet because
the universe is confusing enough (deGrasse, Strauss, & Gott, 2016, p. 22).

The contents in this activity are lifted from https://www.easybib.com/guides/citation-

guides/apa-format/apa-in-text-citation/

Activity 3. Gathering information

LET’S CHASE IT!

As a student-researcher you are task to gather three (3) related studies or

literatures using APA Manual of Style. Make sure to get inputs related to your
research title.

Research Review Title Actual Statement Author and

Questions/Objectives Publication

1. 1.

Activity 4: Application
LET’S CITE IT!

Congratulations! You are now one step away to the next lesson. At this point, you
are to apply ethical standards in writing related literature by using the information
that you have gathered from the 1st activity. Make sure not to plagiarize your review
of related literature by using the APA Manual of Style.
Original Statement/s from other Cite it!
literature and studies

Oppss! Make sure to finish all the activities and questions in this lesson before you
jump to the next lesson.
Reminder: Read different resources as much as you can and get the most relevant
literature.

Lesson
Creating a writer in you:
3 Writing the review

Ready to be bookworm once again? This is the part where you need to be
acquainted to the different materials that are available around you.

Before you begin the lesson, look around you. CHECK if you have the following
materials available at home:

 Books related to my strand

 Journals and other reading materials
 Theses of my relatives that are on file
This time, look around the materials available in your school. CHECK if you have
the following materials:

 Books related to my strand

 Journals and other reading materials
 Theses of other students who have taken up research

At the end of the lesson, you will be able to:

1. Gather information from a variety of resources

a. Books
b. Journals
 c. Theses
d. Others
2. Reflect on your ability to select credible sources
3. Gather information from relevant sources

What’s In

OOPSSS!!! Stop! Let us relate this lesson on Creating a writer in you: Writing
the review to the previous lesson on Follow the standards: The Ethics and The
Goods in reviewing.

Getting materials from reliable sources and noting their bibliographic details
are a good way to create a good review.

Did you know?

Bibliographic Details are the information on the source that

you intend to cite. They may include the author, the year of
publication, title of the work, pages, volume and issue number,
publisher name and publishing address.

Let us link how you can write a good review to the ethical standards of a
good reviewing. Check if you have done the following:

 I have selected materials that are relevant to my working title

 I have written down the bibliographic details of the materials I have gathered

If you missed any. Please complete the tasks before proceeding to the next part of
this module.
 Notes to the Teacher
Ensure that the research topic is approved, and that the students
have already sorted the materials that they need.
Double check their references.

What’s New

Familiarizing Self on Relevant Materials

Look at the following materials. Try to name where they are from.(
 © google images, inquirer.net, IJLL.org
If you have exposure to different materials, you should have recognized that
they were from a book, newspaper, and journal. These are among the possible
sources of information for your literature review. In the present time, however, the
most accessible source among students is the World Wide Web.

The World Wide Web (WWW) is the virtual library that students can visit.
These are some of the interesting features of the WWW:
1. It has a variety of materials

2. It is for free

3. It is accessible anytime

Watch out!!!

Not everything on the WWW can be reliable. Here are the reasons:
1. Some materials may NOT be appropriate to you or your age
2. Because it is for free, anyone can just make and post it

3. Although it can be accessed anytime, downloading and using them can be

tricky due to copyright law
 What is It

Different types of resources

As you go through the completion of your Literature Review. You should be

able to consult a variety of resources. Study the following types of resources and
what information they can provide.

Resources Descriptions Samples

Books and other Provides brief information Almanacs, encyclopedias,

reference works about a particular topic atlases, medical reference
books, humanities
reference books,
marketing reference books

Journals and other Informs readers by Newspapers, magazines,

periodicals publishing at regular academic journals, online
intervals—daily, weekly, journals
monthly, or quarterly.
Some publishes annually
or bianually
Informs readers of a
Academic Research and student’s academic rigour Theses, dissertations
Publications as part of a degree
requirement

Government and Reports to the readers Legislation and court

organization done by national or local documents, public
publications government agencies to records, local or national
give information on a statistics, studies, guides,
variety of topics. programs, forms,
memorandum

Did you know? Quarterly - happens four times a year

Annually - happens yearly

Biannually - happens twice a year

Characteristics of a Good Resource:
Good resource = credible resource

It is important that your resource is credible; hence, the formula Good resource =
credible resource applies. Whenever you research, you must see to it that your
selected resources or materials are credible. These characteristics make a credible
source: authority, accuracy, objectivity, and operative.

1. Authority
a) The writer should be recognized and skilful in writing the content.
b) If the source have no author, reconsider if you would use it.
2. Accuracy
a) The content should be based on facts and statistics.
b) If the information is not a product of careful analysis, review it.
3. Objectivity
a) Bias and other forms of personal comments are avoided.
b) If the ideas are mere opinions, remove it.
4. Operative
a) The source should be up-to-date, recent, useful and relevant.
b) If the source is published more than five or ten years ago, find an
alternative for it.

What’s More

Self assessment on selecting credible sources:

It is important that you are capable of selecting credible sources. Rate yourself on
your based on your ability:

Circle which best describes you.

1. I can select sources which writers are of authority

I am not capable I am somewhat capable I am capable

1 2 3 4 5

2. I can select sources with accurate information

I am not capable I am somewhat capable I am capable

1 2 3 4 5
3. I can select sources that were written objectively

I am not capable I am somewhat capable I am capable

1 2 3 4 5
4. I can select sources that are operative

I am not capable I am somewhat capable I am capable

1 2 3 4 5

Stop!!! I know you would like to proceed. However, if any of your responses
were rated between 1 to 3, review the characteristics of credible sources before
you proceed to the next section.

Activity 1. Checking on your knowledge

Identify which characteristic of good resource is observed or evident in the
following:
a. Authority
b. Accuracy
c. Objectivity
d. Operative

1. Maria based her review on factual information such as those from

statistics
2. Mario double checked his reference ensuring that there is a reference
3. Jenny made sure that she avoided personal comments in writing her
review
4. Oscar chose a material that was published within the year when he
made his research.
5. Oleng used the data from another research as her baseline data for
her study.

[Check your answer using the key at the end of the module]
Stop!!!

We know you already want to proceed to the next page, but this activity is
essential in the succeeding activities.

How many points did you get? If you get a score of three or below, stop and
review the discussion in this lesson before you proceed to the next activities.

If you scored four or five, you can already proceed to the next activities.

Activity 2. Gathering information

LET US HUNT!

You are now a researcher. Using different sources available, quickly list
down at least three (3) materials that you can review for each Research Question.
Identify the type of resource you used. Expand the list if you have more than three
Research Questions.

Title of your study

Research Questions Title Type of

Resource

1. 1.

2.

3.

2. 1.

2.

3.
3. 1.

2.

3.

Remember: The sources can be of the following types: Book, Journal, Thesis/
Dissertation/ Others (Identify what it is if you chose others)

Activity 3. Gathering information from credible sources

LET US PLAY A ROLE!
You are a professional evaluator. With your knowledge on gathering relevant
sources, assess if your material is credible or not.

1. Gather as much information related to your research questions.

2. Write the titles that you used in Activity 1.

3. Evaluate by CHECKING if they should be included in your research by working
on the following.

4. Expand the list if you have more than 10 sources to evaluate.

Credibility assessment
Title A A O O
You may shorten the title, writing only the keywords

1.

2.

3.

4.

5.

6.

7.
8.

9.

Remember: The characteristics make credible sources are: authority, accuracy,

objectivity, operative

Stop!!! See if all characteristics were present (checked). Change the source
one or more characteristic was left unchecked/blank.

Now that you have chosen materials to read from a variety of soures, and
evaluated their credibility, you may proceed to the next lesson. GET READY TO
OUTLINE YOUR LITERATURE REVIEW!

Lesson Putting together your

4 masterpiece:
Finalizing the review

Ready to begin outlining your literature review? I am sure that you have by
now understood how the important concepts of your paper work. Also, you
probably have nearly 100 per cent of your references on file. In this lesson, you will
learn how to put together your masterpiece--the Review of Related Literature.

At the end of the lesson, you will be able to:

1. presents written review of related literature and conceptual framework

2. defines terms used in study
3. synthesizes information from relevant literature

What’s In
HEPPPP!!! Pause! Before we continue on this lesson about Putting together your
masterpiece: Finalizing the review, recall the salient activities that you had. Let us
make connection with the other lessons in this module.

CHECK if you have successfully done the following:

 I have chosen a variety of resources

 I have aligned my resources (titles) to the research questions
 I have evaluated all my sources to be credible
 I have provided all my research questions at number of credible sources

If you missed any. Please complete the tasks before proceeding to the next part of
this module.

Note to the Teacher

Ensure that the students have already read the materials that
they collected.
Negotiate or agree with the students the structure that they will
be using.

What’s New

Reflecting on the rigour of Literature Review

Take a look at the following memes. Reflect. Which of the two seems to show
what you feel right now that you are going to start drafting your Literature Review?
 Photo credit: © Pinterest and Google images

I know that you may be excited or puzzled on how to go about your reivew,
and this is what we will work on in this lesson.

Whether you are interested about (First Meme) or puzzled (Second Meme)
in doing the literature review, it pays off when you are familiar on how it looks like.

Familiarizing Self on how a Literature Review Looks like

Read this short literature review , and notice how the writer/s strategically
presented the ideas.

In the context of education, mindset is defined as a psycho-social

attitude or belief an individual has about oneself in relation to
academic work or performance (Farrington, 2013). Students who
possess fixed mindset believe that intelligence is unchangeable
attribute, and that mistakes, challenges, and effort are negative
indicators of intelligence and low ability. Destructive thoughts behavior
such as giving up, and feelings such as humiliation might occur in
any student as response to setbacks.
Conversely, students who have growth mindset believe that
intelligence is malleable; they view effort positively and tend to take
challenges as opportunities to learn and were resilient in the face of
setbacks or failure (Dweck, 2008). As a result, they respond to setbacks
with constructive thoughts, excitement of challenge, and persistence.
Based on these findings about mindset, numerous laboratory
and classroom studies have shown that children’s mindsets can be
changed through careful intervention (Ballwebber et al., 2014).
Dweck (2014) found that having an effective intervention in transforming
mindsets about intelligence has an impact on personality variable that
supports motivational dynamic in achievement situations, such as
engaging students in academic tasks. Despite the importance of the
concept of how fixed and growth mindset contributes to the learning and
success of the students, limited researchers have profiled students'
mindset and investigated the characteristics of either fixed or growth
mindset student based on their profile.
 Look back to the sample literature review above, and tell your observations
on the following:

1. How many authors were included in the review?

2. How did the writer present the ideas?

3. What words did the writer use to shift from one idea to the other?

4. What aspects of the source can be included in the review?

All these questions should be your considerations in writing your review.

 What is It

Writing a coherent review

Okay. You have your materials. You know they are credible. You have read
them, and the question now is “How do I put them together?” In putting together
your review, I suggest that you consider the following:

1. Overall Structure
2. Type of citation to be used

3. Content

Consideration 1: Overall Structure

In writing the coherent review, what you have to do is to first decide on the
structure. Recall the choices given to you.
Which of the following structure do you intend to use?

STRUCTURE 1: REVIEW BY TYPE

4. Conceptutual Literature (from books)
5. Scholarly Literature (from journals, publications, theses)

STRUCTURE 2: REVIEW BY LOCALE

1. Local literature
2. Foreign literature

STRUCTURE 3: REVIEW BY CONCEPT

4. Concept one related to Research Question 1
5. Concept two related to Research Question 2
6. Concept three related to Research Question 3

Take a look again at the sample review. The writer/s seemed to have
followed the Third Structure which is done by arranging the discussions according
to the concepts. The concepts may be arranged according to the research
questions. It is very important that you do not mix up the information in your
review to avoid confusing your readers.
Consideration 2: Type of citation to be used
There are two possible citations that you can use: Integral and Non-integral.
Examine the original work below and see how it can be reviewed or rewritten using
the two types of citation.

Original work:
Faculty and learners most of the time cannot write academic
papers due to inadequate practice and principles on the
conventions of academic writing.
Dino, C (2019). Academic writing for students and teachers.
Pagbilao, Quezon: CALABARZON Printing Press.

1. Integral: The author’s name appears in the sentence. Use this when you
want to emphasize the authority of the writer.

Example:
Dino (2001) argues that both teachers and students often lack structural
knowledge of the conventions governing the construction of academic texts.

2. Non-integral: The author’s name appears outside sentence. Use this

when you want to emphasize the relevance of the concept you are reviewing.

Example:

Both teachers and students often lack explicit knowledge of the conventions
governing the construction of academic texts (Dino, 2001)

Consideration 3: Content

You already know the overall structure. You also know now how to integrate
citation in your sentences and paragraphs. The next concern is how to arrange the
content of the paragraph.

Use the paragraph below to examine the commentaries provided with the
tips.
(1) Based on these findings about mindset, numerous laboratory
and classroom studies have shown that children’s mindsets can be
changed through careful intervention (Ballwebber et al., 2014). (2)
Dweck (2014) found that having an effective intervention in transforming
 mindsets about intelligence has an impact on personality variable that
supports motivational dynamic in achievement situations, such as
engaging students in academic tasks. (3) Despite the importance of the
concept of how fixed and growth mindset contributes to the learning and
success of the students, limited researchers have profiled students'
mindset and investigated the characteristics of either fixed or growth
mindset student based on their profile.

Tips to try:
1. Cue your reader using a key phrase or topic sentence.

How to do it: Preferably at the beginning of each review, use a phrase or sentence
that captures the information of your review.
Commentary: In (1), the writer used the phrase “based on these findings” to make
the reader understand that the source being reviewed is based on a study, and that
the focus of the paragraph is about changing mindset.
2. Cite the sources of information that is NOT originally yours.

How to do it: Use integral and non-integral citation.

Commentary: As you can see, the writer incorporated two citations (1, 2) in the
material.

3. Define key terms.

How to do it: Define terms that will give relevant information to your study. Do
this by either providing your own definition as how it is used in your research, or
by using the definition of other scholars.

Commentary: Before discussing the key concepts about mindset, the writer in the
provided its definition in the opening paragraph by stating:

In the context of education, mindset is defined as a psycho-social

attitude or belief an individual has about oneself in relation to
academic work or performance (Farrington, 2013).

4. Integrate the concepts that you included from your source to your
own research.

How to do it: If possible, extend the information, or establish its connection with
your paper. Tell why you need to include that review.
Commentary: Take a look at how the writer extended the information at sentence
(3), making the reader understand the context of the review. At sentence (3), the
writer commented on the scarcity of research about changing the children’s
mindset, which was presented in the earlier sentence.
 What’s More

Language Focus: Using Transitional Devices

What is the purpose of having a lot of materials when they cannot be put
together and read smoothly?

That, of course, is a rhetorical question, but shall be the focus of this

section.

Read the passages and reflect on their difference:

(1) They view effort positively and tend to take challenges as

opportunities to learn and were resilient in the face of setbacks or failure
(Dweck, 2008). They respond to setbacks with constructive thoughts,
excitement of challenge, and persistence.

(2) They view effort positively and tend to take challenges as

opportunities to learn and were resilient in the face of setbacks or failure
(Dweck, 2008). As a result, they respond to setbacks with constructive
thoughts, excitement of challenge, and persistence.

Reflect on the following:

What difference do they have?

What effect did the additional phrase do in (2)?

Between (1) and (2), which is preferable in writing?

What do you call phrases like as a result?

The phrase “as a result” is called a transitional device. It establishes

connection between the ideas that a writer presents as part of the review. Without
transitional devices, the review can sound like you are enumerating a list of grocery
items. It is also possible that you confuse readers when you do not use correct
transitional devices.

We use transitional devices to add information, contrast ideas, compare

similar ideas, show result, summarize, conclude, and many others.

What transitional devices do you know? Do you consciously use them as you
write? Let us take a look at some of the possible transitional devices you can use in
your research writing.
 Here is a list of transitional devices that can come in handy:

When to use Transitional Devices

To add information also

besides
furthermore
in addition
moreover
To contrast ideas however
nevertheless
conversely
nonetheless
To compare similar ideas similarly
likewise
To show result as a result
therefore
hence
thus
consequently
To summarize in brief
on the whole
summing up
To conclude to conclude
in conclusion
as shown

Points to Ponder in Writing your Literature Review

After reading the key concepts in writing the review, you need to check on
the following:

1. How many authors should I include in my review?

2. How will I present my ideas?

3. What transitional devices should I use to shift from one idea to the other?

4. What aspects of the source can I included in my review?

Activity 1. Integral and non-integral citation

Determine if the following use integral or non-integral citation:

1. Senior High School students are competitive (Dino, 2019)

2. Merene (2019) concluded that Senior High School students are competitive.
3. The moon is made of cheese (Tiu,1999).
4. Bautista (1999) argues that the moon is made of cheese.
5. A systematic research was conducted by Verzo (2019) about the Pandemic.
[See the suggested answers at the end of this module]

Activity 2. Using alternative structure of sentences

Try to rewrite the sentence using the suggested structure below.

1. The moon is made of cheese (Brie 1999).

a. Aparicio (1999) proved that the moon is made of cheese.
b. As Aparicio (1999) argues, the moon is made of cheese.
c. According to Aparicio (1999), the moon is made of cheese. However, it remains
a theory.
d. Aparicio (1999) claims that the moon is made of cheese. However, the claim
needs furhter investigation.

2. Students can write their own literature review (Dino, 2019)

a. Dino (2019) proved that _______________________________________________.
b. As Dino (2019) argues, _______________________________________________.
c. According to Dino (2019), _______________________________________________.
However, _______________________________________________.
d. Dino (1999) claims that _______________________________________________.
However, _______________________________________________.

3. Teachers in Pagbilao are competent to teach Research writing (Verzo,

2020)
a. ____________________________________________________________________________.
b. ____________________________________________________________________________.
c. ____________________________________________________________________________.
_________________________________________________________________________.
d. ____________________________________________________________________________.
_________________________________________________________________________.

[See the suggested answers at the end of this module]

Activity 3. Let us outline your review
Using the outline below, create an outline for your literature review.

Take note of the following:

a. Write an introductory paragraph that tells the reader what the section is and
the different concepts that you intend to discuss or review.
b. Expand the outline depending on the number of Research Questions that you
have.

c. Expand the outline depending on the number of concepts that you want to
review to support or discuss the key ideas of your Research Questions .

d. Use transitional devices, especially if you intend to add, compare, contrast from
Concept 1 to Concept 2, from Concept 2 to Concept 3, and so on.
e. Write a concluding paragraph for the literature review either by:
a) Recapping the concepts that you have covered

b) Introducing the previous (ie. Review of Related Literature) to the next

section (eg. Methodology)

f. Change the heading Review of Related Literature according to your teacher’s

instruction.

Review of Related Literature Outline

Introductory Paragraph

Review for Research Question 1

Concept 1:

Concept 2:
Concept 3:

Review for Research Question 2

Concept 1:

Concept 2:
Concept 3:

Review for Research Question 2

Concept 1:
Concept 2:

Concept 3:

Concluding Paragraph
 Now that you have learned how to put together your literature review, you
may complete your draft and have it checked. HAPPY WRITING!

What I Have Learned

After finishing this module, it is expected that you have:

1. selected relevant literature
2. cited related literature using APA Manual of Style
3. synthesized information from relevant literature
4. written coherent review of literature
5. followed ethical standards in writing related literature
6. defined terms used in study
By attaining the mentioned research competencies, check the following
module outputs that you were able to make:
_____ List of Materials to be Reviewed
_____ Approved Outline of the Literature Review

If you were not able to complete those outputs, it is best that you review the
lessons contained in this module because you will important in the completion of
your final research manuscript.
 What I Can Do

Hurray!!! This is the stage where you will prove that you trully are a
SCHOLAR! Work on this activity as this is one of the steps in the completion of
your final research manuscript.
Using your approved outline in Lesson 4, Activity 3, draft your Revie of
Related Literature Section. Change the words in parenthesis to the actual words in
your paper.

Research Title : _________________________________________

Review of Related Literature

(Introductory Paragraph)

(Review for Research Question)

(Concept 1) __________________________________________________

________________________________________________________________________

__________________________________________________________________

(Concept 2) __________________________________________________

________________________________________________________________________

__________________________________________________________________

(Concept 3) __________________________________________________

________________________________________________________________________

__________________________________________________________________
(Review for Research Question 2)

(Concept 1) __________________________________________________

________________________________________________________________________

__________________________________________________________________

(Concept 2) __________________________________________________

________________________________________________________________________

__________________________________________________________________

(Concept 3) __________________________________________________

________________________________________________________________________

__________________________________________________________________

(Review for Research Question 3)

(Concept 1) __________________________________________________

________________________________________________________________________

__________________________________________________________________

(Concept 2) __________________________________________________

________________________________________________________________________

__________________________________________________________________

(Concept 3) __________________________________________________

________________________________________________________________________

__________________________________________________________________

(Concluding Paragraph/ Synthesis)

_________________________________________________________________

_____________________________________________________________________

________________________________________________________________________

________________________________________________________________________
 Assessment

Let us check what you have learned in this module. These questions are about the
lessons you encountered in this module. Let us see if your knowledge about
Literature Review had improved. Circle the best answer.

1. It is a part of the research paper that takes into account the different published
journals and other written work that has already delved into the same topic that of
the researcher is currently studying.
a) Research Abstract
b) Related Literature
c) Review of Related Literature
d) Research Ethics
2. Which of the following skills are not demonstrated in writing review of related
literature?
a) Information seeking
b) Identifying a set of useful articles and books
c) Identifying unbiased and valid studies
d) Identifying problems and solutions
3. A review of literature structure that contains literature from books and different
form of materials which are considered non-empirical
a) Scholarly literature
b) Local Literature
c) Conceptual Literature
d) Concept one related to Research Question 1
4. It promotes the aims of research, such as knowledge, truth and avoidance of
error.
a) Ethical Standards
b) Ethics
c) Research Principles
d) Research Accountability
5. Ana, a student-researcher copy the entire part of the literature without citing the
source. What kind of plagiarism is employed?
a) Global Plagiarism
b) Patchwork Plagiarism
c) Instrumental Plagiarism
d) Incremental Plagiarism
6. In order for Andrew, a grade 12 student-researcher, to submit a review of
related literature he patch together different sources as if it is his own work. What
Ethical Standard in writing review of related literature is violated?
a) Objectivity
b) Integrity
c) Honesty
d) Intellectual Property
7. What is the meaning of APA?
a) American Psychological Accreditation
b) American Print Accreditation
c) American Psychological Association
d) American Periodic Association
8. Labels that are inserted next to each piece of information that comes from
another source.
a) Paraphrasing
b) Quotations
c) In-text citations
d) Reference list
9. What do we call the writing of information and ideas from a source in your own
words?
a) Paraphrasing
b) Quotation
c) In-text citation
d) Referencing
10. What manual of style asserts that you must have a Works Cited page at the end
of your research paper?
a) Chicago Style
b) APA Style
c) MLA Style
d) ISO 690
11. Which does NOT define what a literature review is?

a) The process of reading and analyzing published research for the purpose of
completing manuscript for publication.
b) The process of scrutinizing published research.

c) The activity of doing an internet search on a topic and looking through the
results.
d) The written component of a research project that discusses concepts from
other references and research.

12. Why does a researcher conduct a literature review?

 a) To familiarize themselves with the strand or the field they are in.

b) They are paid to review it.

c) The students are required to by their teachers.

d) To reproduce existing research, and create a similar result from it.

13. Where should you LEAST go to find the literature on your topic?
a) Wikipedia
b) Library
c) Government Database
d) Periodicals
14. Which is NOT a way to organize a review?
a) By theme or concept
b) By research questions
c) By methodology
d) By type of source
15. The following entry written in APA format is taken from what?
Dino, C. M. & Gustilo, L. E. (2015). Literature and Linguistics. Digitalk: An
exploration of the linguistic features of CMC. International Journal of
Languages, 1(1). doi: 10.7763/IJLLL.2015.V1.11
a) Book
b) Dictionary
c) Journal
d) Magazine
16. The following entry written in APA format is taken from what?

Coulmas, F. (2005). Sociolinguistics: The study of speakers’ choices. NY:

Cambridge University Press.
a) Book
b) Dictionary
c) Journal
d) Magazine
17. What words or phrases establish the connection between the ideas that a writer
present as part of the review?
a) Verbs
b) Sentences
c) Transitional devices
d) Proofreading marks
18. What does it mean when you say that a source is Operative?
a) The writer should be recognized and skillful in writing the content.
b) The content should be based on facts and statistics.
c) Bias ad other forms of personal comments are avoided. If the ideas are
mere opinions, remove it.
d) The source should be up-to-date, recent, useful and relevant
19. Which of the following is an ADVANTAGE of searching the world wide web?
 a) Some materials may be not be appropriate one’s age
b) It has a variety of materials that can be accessed anytime
c) Because it is for free, anyone can just make and post it
d) Downloading and using them can be tricky due to copyright law
20. To start your literature review, what should you do first?
a) Formulate your hypothesis
b) Ask your teacher
c) Write about the articles on your topic
d) Identify the research questions

[Check if your answers are correct. See the key at the end of the module]

Additional Activities

For more information about writing a literature review, you may visit and try
the following materials by accessing the links:

Reference materials for writing a good literature review

• Strategies for Gathering Reliable Information, from the book Successful

Writing (v. 1.0). Accessed May 22, 2020.
https://2012books.lardbucket.org/books/successful-writing/s15-04-
strategies-for-gathering-relia.html
• Finding credible sources. Accessed May 22, 2020.
https://sites.google.com/site/evaluatingsourcecredibility/for-
students/what-makes-a-source-credible/authority
• Literature Review - A Self-Guided Tutorial. Indiana University. Accessed May
22, 2020. https://iupui.libguides.com/literaturereview/definition

Language and Mechanics of writing a literature review

• How to write a literature review researach paper the most easy way.
Academic Writing for Student. Accessed May 22, 2020.
https://academicwritingforstudents.com/how-to-write-a-literature-review-
research-paper-the-most-easy-way/
• Transitions and Transitional Devices. The Writing Lab & The OWL at
Purdue and Purdue University. Accessed May 22, 2020.
https://owl.purdue.edu/owl/general_writing/mechanics/transitions_and_tr
ansitional_devices/transitional_devices.html

Enhancement and Quizzes.

 • Literature Review Quiz. Accessed May 22, 2020.
http://researchtransl.weebly.com/uploads/5/9/2/2/5922993/literature_re
view_quiz.htm
• In-text citation Quiz. Accessed June 28, 2020.
https://content.bridgepointeducation.com/curriculum/file/442a99d8-8b99-4c2a-925f-
71869c7dc324/1/In-Text%20Citation%20Practice%20Quiz.zip/story_html5.html

For familiarity over print and online materials

• Library of Congress. Accessed May 22, 2020. https://www.loc.gov/
LESSON 1. Back to Basics
Activity 2 Let’s Visualize.
Consequences Solution
The conceptual and theoretical framework provide the needed information on the
will be unclear theories, concepts and principles
The investigator or researcher may duplicate Read well about the past research related to
earlier study the topic to ensure that it is not duplicative of
any study
The variables are not clearly identified Review literature to fill the gap and identify
the variables of the study
The researcher will be doubtful or not Gather sufficient related literature and
confident of the study studies
The whole study will be chaotic or dis- Gather sufficient information about the
organized research design, the method used, the
data-gathering instrument, sampling
techniques and others.
The researcher would not be able to make Use the gathered related literature and
conclusions and recommendations studies to support the conclusions and
recommendations to be made
Note: These are ONLY suggested answers. Your answers may vary
LESSON 1. Back to Basics
Activity 1 Let’s check.
True or false What I What I
1) T Know Know
2) T
3) F 11. C 1. A
4) T 12. D 2. A
5) F 13. C 3. D
6) T 14. A 4. A
7) F 15. A 5. C
8) F 16. D 6. C
17. C 7. A
9) F
18. C 8. C
10)T 19. A 9. D
20. C 10. B
Answer Key
Lesson 4: Integral and non-integral citation
What's More
Activity 1
Determine if the following use integral or non-integral citation:
1. Senior High School students are competitive (Dino, 2019) - non integral
2. Merene (2019) concluded that Senior High School students are competitive. -
integral
3. The moon is made of cheese (Tiu, 1999). - non-integral
4. Bautista (1999) argues that the moon is made of cheese. integral
5. A systematic research was conducted by Verzo (2019) about the Pandemic.
integral
Lesson 3 - Creating a writer
in you: Writing the review
Activity 1
1. B- Accuracy
2. A- Authority
3. C – Objectivity
4. D- Operative
5. D – Authority
Lesson 2 - Follow the
standards: The Ethics and
The Goods in reviewing Lesson 2 - Follow the
Activity 2. Checking your standards: The Ethics and
citations The Goods in reviewing
Activity 1
1. A
2. C 1. A
3. B 2. D
4. C 3. B
5. B 4. B
6. A 5. A
7. B 6. C
8. A 7. C
9. C 8. A
10. B 9. B
10. B
Assessment Assessment
1) C 11)A
2) D 12)D
3) C 13)A
4) A 14)C
5) A 15)C
6) D 16)A
7) C 17)C
8) C 18)D
9) A 19)B
10)C 20)A
Lesson 4: Using alternative structure of sentences
What's More
Activity 2
Try to rewrite the sentence using the suggested structure below.
1. The moon is made of cheese (Brie 1999).
a. Aparicio (1999) proved that the moon is made of cheese.
b. As Aparicio (1999) argues, the moon is made of cheese.
c. According to Aparicio (1999), the moon is made of cheese. However, it
remains a theory.
d. Aparicio (1999) claims that the moon is made of cheese. However, the claim
needs furhter investigation.
2. Students can write their own literature review (Dino, 2019)
a. Dino (2019) proved that students can write their own literature review.
b. As Dino (2019) argues, students can write their own literature review.
c. According to Dino (2019), that students can write their own literature review.
However, it remains a theory.
d. Dino (1999) claims that that students can write their own literature review.
However, it remains a theory.
3. Teachers in Pagbilao are competent to teach Research writing (Verzo,
2020)
a. Verzo (2020) proved that teachers in Pagbilao are competent to teach
Research writing.
b. As Verzo (2020) argues, that teachers in Pagbilao are competent to teach
Research writing.
c. According to Verzo (2020), that teachers in Pagbilao are competent to teach
Research writing. However, it remains a theory.
d. Verzo (2020) claims that teachers in Pagbilao are competent to teach Research
writing. However, it remains a theory.
Works Cited

Bermundo, Pedrito Jose, Araojo, Aurora, and Morales, Minerva. “Research Writing
Made Simple.” Mindshapers Co., INC., 2010.

Cruz, Patricia Monique, Nicole Aquino and Chenee M. Dino-Aparicio. “Pre-Service

Teachers' Mindset Profiling.” Nationalinan Journal of Education, Arts and
Sciences, 2019.

Dino, Chenee and Leah E. Gustilo, "Digitalk: An Exploration of the Linguistic

Features of CMC," International Journal of Languages, Literature and
Linguistics vol. 1, no. 1, pp. 51-55, 2015

Shamoo A and Resnik D. “Responsible Conduct of Research, 3rd ed. (New York:
Oxford University Press, 2010).

The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue
U, 2008, owl.english.purdue.edu/owl. Accessed 22 May . 2020\
For inquiries or feedback, please write or call:

Department of Education – Region IV - CALABARZON - SDO QUEZON

Sitio Fori, Brgy. Talipan, Pagbilao, Quezon

Telefax: (042) 784-0366, (042) 784-0164, (042) 784-0391, (042) 784-0321

Email Address: quezon@deped.gov.ph