INTERNATIONAL STUDIES 102

Introduction to Political Analysis

Writing the Review of Related

Literature (RRL)
 Session Objectives
At the end of the session, we should be able
to:
 discuss the meaning of review of related

literature (RRL) and how it can be used to

justify a research topic;
 describe the format for arranging the RRL;

and
 analyze the process of writing the RRL.
 Outline
 What is a review of related literature (RRL)?
 Can anyone do an RRL?
 Why write an RRL?
 Why is the RRL important in research?
 What are the questions that an RRL should answer?
 What are the stages in doing a literature search?
 What are the different parts of the RRL?
 How does one assess the quality of an RRL?
 What are the dos and don’ts in writing an RRL?
 What are the issues and problems in the RRL topic you submitted?
“Many reviews, in fact, are only thinly
disguised annotated bibliographies.
Quality means appropriate breadth and
depth, rigour and consistency, clarity and
brevity, and effective analysis and
synthesis; in other words, the use of ideas
in the literature to justify the particular
approach to the topic, the selection of
methods, and demonstration that this
research contributes something new.”
Chris Hart
Doing a Literature Review
(1998)
 What is a Review of Related
Literature (RRL)?
 the selection of available documents (both
published and unpublished) on the topic
which contain information, ideas, data and
evidence written from a particular
standpoint to fulfill certain aims or express
certain views on the nature of the topic
and how it is to be investigated, and the
effective evaluation of these documents in
relation to the research being proposed
 What is an RRL?...
 Two Elements: Knowledge-Based and
Argumentational
 Knowledge-based elements:
1. a description of previous work on the topic,
identifying leading concepts, definitions and
theories;
2. consideration of the ways in which definitions
were developed and operationalized as solutions
to problems seen in previous work; and
3. identification and description of matters other
researchers have considered important.
 What is an RRL?...
 Argumentational elements:
1. a description of what you find wrong in
previous work on the topic;
2. a proposal for action that might solve the
problem – your research;
3. an explanation of the benefits that might
result from adopting the proposal; and
4. a refutation of possible objections to the
proposal.
 Can anyone do an RRL?
 Yes, but that capability has to be acquired
 Research imagination – having a broad view of
the topic; being open to ideas; questioning
ideas, methods and arguments; playing with
different ideas to see if links can be made;
following ideas to see where they might lead;
being scholarly
 3Cs in (RRL) Writing
1. Clear
2. Consistent
3. Coherent
 Why write an RRL?
 It ensures the researchability of your topic
 It contributes to the development of your
intellectual capacity and practical skills

“A large degree of satisfaction can be had

from working at the review over a period of
time… A large measure of that satisfaction
comes from the awareness that you have
developed skills and acquired intellectual
abilities that you did not have before you
begin your research.”
 Why is the RRL important in
research?
 Distinguishing what has been done from
what needs to be done
 Discovering important variables related to
the topic
 Synthesizing and gaining a new
perspective
 Identifying relationships between ideas
and practice
 Establishing the context of the topic or
problem
 Why is the RRL important…
 Enhancing and acquiring the subject
vocabulary
 Understanding the structure of the subject
 Identifying the main methodologies and
research techniques that have been used
 Establishing the significance of one’s
research
 What are the questions that an
RRL should answer?
 What are the origins and definitions of the topic?
 How is knowledge on the topic structured and
organized?
 What are the key sources?
 What are the key theories, concepts and ideas?
 What are the major issues and debates about
the topic?
 What are the main questions and problems that
have been addressed to date?
 What are the stages in doing a
literature search?
 Choose a topic
 Do a background information, ideas
search and mapping of the topic
 Focus topic and analyze information needs
 Do a detailed search of sources
 Construct initial bibliographies
 Search for secondary evaluations of the
literature
 What are the different parts of
the RRL?
1. Abstract
 Summary of the RRL

2. Introduction
 Show as briefly as possible that you have
understood the topic or problem suggested in
the title.
 It includes a brief description of the topic or
problem, its significance, the objectives of the
research, the main argument, and structure of
the review.
What are the different parts…
3. Body
 Depending on the subject matter, you should order
your points so that there is a reasoned argument and a
smooth sequence.
 Link your paragraphs with topic sentences.
 Provide transition sentences and/or subtitles between
sections and between paragraphs.
 Show why the information you are giving is relevant
and significant. Exclude the trivial.

4. Conclusion
 This sums up the review and presents a summary the
research gaps and possible research agenda in the
future.
How does one assess the quality
of an RRL?
 shows a clear understanding of the topic
 all key landmark studies have been cited and most
discussed;
 Develops, through gradual refinement, a clear research
problem;
 States clear conclusions about previous research using
appropriate evidence;
 Shows the variety of definitions and approaches to the
topic area;
 Reaches sound recommendations using coherent
argument that is based on evidence; and
 Shows a gap in existing knowledge.
 What are the dos and don’ts in
writing the RRL
 Do…
1. identify and discuss key landmark studies on
the topic
2. include as much up-to-date material as
possible
3. check the details, such as how names are
spelled
4. try to be reflexive; examine your own bias
and make it clear
5. critically evaluate the material and show your
analyses
What are the dos and don’ts…
6. use extracts, illustrations and examples to
justify your analyses and argument;
7. be analytical, evaluative and critical
8. manage the information that your review
produces; have a system for records
management
9. make your review worth reading by making
yourself clear, systematic and coherent; explain
why the topic is interesting
What are the dos and don’ts…
 Don’t
1. omit classic works and landmarks or discuss
core ideas without proper reference
2. discuss outdated or any old materials
3. limit materials to those which can be found
online; use the library
4. misspell names or get date of publication
wrong
5. use concepts to impress or without definition
6. use jargon and discriminatory language to
justify a parochial standpoint
What are the dos and don’ts…
7. Produce a list of items, even if annotated; a list
is not a review
8. Accept any position at face value or believe
everything that is written
9. Only produce a description of the content of
what you have read
10. Drown in information by not keeping control
and an accurate record of materials
11. Commit plagiarism and grammatical errors
12. Be boring by using jargon, pretentious
language