KING SOLOMON INSTITUTE, INC.

Senior High School Department

CORE SUBJECT
ORAL COMMUNICATION IN CONTEXT

The Process of Review of Related Literature (RRL)

Stage 1: Search for the Literature
TOPIC/LESSON NAME
Stage 2: Reading the Source Material
Stage 3: Writing the Review
The learner demonstrates understanding of:
CONTENT STANDARDS 1. the criteria in selecting, citing, and synthesizing related literature
2. ethical standards in writing related literature
The Learner should be able to:
PERFORMANCE 1. select, cite, and synthesize properly related literature
STANDARDS 2. use sources according to ethical standards
3. present written review of related literature
1. selects relevant literature
MOST IMPORTANT
2. cites related literature using standard style
LEARNING
3. synthesizes information from relevant literature
COMPETENCIES
4. writes coherent review of literature
After this lesson, you should be able to:
1. widen your vocabulary;
2. communicate your worldviews through newly learned words;
SPECIFIC LEARNING 3. differentiate the three stages of review of related literature;
OUTCOMES 4. distinguish a superior source of data from an inferior one;
5. write a literature review in a critical or argumentative manner;
6. link authors’ ideas based on a certain pattern, theme, or theory; and
7. present and organize ideas using active verbs and transitional devices.
1. Communication
SALIENT
2. Critical and Creative Thinking
PREPARATORY SKILLS
3. Planning, organizing and initiative
TIME ALLOTMENT WEEK 5
Lesson Outline:
1. Introduction:
A. The teacher will start the lesson through a review of the past lesson.
B. The Teacher will give activities to enrich vocabulary by identifying meaning of difficult words using clues.
 2. Motivation: To stimulate idea on reviewing, the teacher will task the students to write about how they satisfied their curiosity about something.
3. Instruction and Delivery: Socratic Method. The teacher will present the lesson on Inquiry-based learning in an interactive manner. Asking probing questions to deepen
understanding in between topics.
4. Practice: To check students’ understanding of the lesson, the teacher will give them a matching type quiz.
5. Enrichment: To further check the knowledge of students, they will be tasked to tell whether statements about RRL are true or false.
6. Evaluation: The teacher will let the students surf the net and examine RRL of research papers and make a poster showcasing the process of reviewing related literature.
RESOURCES Baraceros, E. (2016).Practical Research 1. First Edition. Rex Book Store, Inc. (RBSI). ISBN 978-971-23-8077-8
MATERIALS E-modules, LMS, Google Meet/Zoom, rubrics

INTRODUCTION (20 minutes) Teacher Tips:

 The teacher will start the lesson through a review of the past lesson.  The teacher must emphasize
 Teacher will give activities to enrich vocabulary by identifying meaning of difficult words using clues. the importance of keeping
these words in mind.
Activity 1: Using the other words in the cluster as clues, give the meaning of the underlined word.

1. subject to, disposed to, liable, susceptible

2. merely, purely, only, just
3. mergers, fuses, unites, combines
4. inclination liking, penchant, prone
5. per individual, single, per, one
6. avoid, prevent, refrain, shun
7. empty, devoid, nothing, zero

MOTIVATION (20 minutes)  The teacher can have

students share this during
Activity 2: Look back into one period of your life when you were so eager or desirous to know someone or something in this world. the class session.
What did you do to satisfy your desire to know more about such person or thing? In a 100-200 words essay, write a brief memoir on
your knowledge seeking.

INSTRUCTION/DELIVERY (1 hour and 30 minutes)  During the discussion, the

 The teacher will discuss the selection interactively through Google meet. She will prepare a PowerPoint presentation for this. teacher may ask the
THE PROCESS OF REVIEW OF RELATED LITERATURE students probing questions
to deepen understanding.
Curious about a person or a thing, you want to know more about the ins and outs of this object of your interest. In your quest of  For modular students, they
becoming knowledgeable about the “apple of your eyes,” you are inclined to find all ways and means to get a full view, knowledge, or are encouraged to use a
understanding of the center of your attention. And if there is one activity of yours that really pushes you to continue searching knowledge up highlighter to mark
to a certain period of time about the focus of your attention, it is research. From the start up to the end of your research, you are prone to important details found on
searching answers to the many things you are curious about. the selection.
Your search for knowledge happens in every stage of your research work, but it is in the research stage of review of related literature  Modular students can also
where you spend considerable time searching knowledge about the topic. Exposed to various sources of knowledge and conditioned by a look into the internet when
timeframe of the research work, it is necessary that you adopt a certain method in reviewing or reading varied works of literature that are they are having a hard time
related to your research problem or topic. Going methodical in your review of related literature means you have to go through the following understanding unfamiliar
related stages of the process of review of related literature that are true for any style of review (traditional or systematic) that you want to words.
adopt. (Lappuci 2013; Robyler 2013; Freinbell 2012)

Stage 1: Search for the Literature

This is the stage of review of related literature where you devote much of your time in looking for sources of knowledge, data, or
information to answer your research questions or to support your assumptions about your research topic. Generally, there are three basic types
of literature sources: general references that will direct you to the location of other sources; primary sources that directly report or present a
person’s own experiences; and secondary sources that report or describe other people’s experiences or worldviews. Secondary sources of
knowledge give the most number of materials such as the Internet, books, peer-reviewed articles in journals, published literary reviews of a
field, grey literature or unpublished and non-peer reviewed materials like theses, dissertations, conference proceedings, leaflets and posters,
research studies in progress, and other library materials.
Websites introducing materials whose quality depends solely on every individual, social media networks (Twitter, Facebook, blogs,
podcasts, YouTube, video, etc.) and other online encyclopedia such as Wikipedia, are the other sources of information that you can consult
during this stage. You may find these reading materials valuable, especially, the Wikipedia, because of their timeliness, diversified
knowledge or information, varied presentation formats (texts, sounds, animation) and 24-hour availability. But they are not as dependable as
the other sources of knowledge. Some consider the information from these as not very scholarly in weight because it is susceptible to
anybody’s penchant for editing. Since any person is free to use the Internet for displaying information that is peer-reviewed or not, you need
to be careful in evaluating online sources. (Mc Leod 2012)
You can have an access to these various sources of data in two methods: manually, or getting hold of the printed form of the material,
and electronically or having a computer or online reading of the sources of knowledge. Regardless of which method you use, all throughout
your literature search, your mind must be focused on the essence and purposes of the library because most of the data you want to obtain are
in this important section of your school. Having familiarity with the nature of your library will facilitate your literature search.
Here are the pointers you have to remember in searching for the best sources of information or data: (Fraenbell 2012)

1. Choose previous research findings that are closely related to your research.
2. Give more weight to studies done by people possessing expertise or authority in the field of knowledge to which the research studies
belong.
3. Consider sources of knowledge that refer more to primary data than to secondary data.
4. Prefer getting information from peer-reviewed materials than from general reading materials.

Stage 2: Reading the Source Material

Reading, understanding, or making the materials meaningful to you is what will preoccupy you on the second stage of reading RRL.
You can only benefit much from your reading activities if you confront the reading materials with the help of your HOTS. In understanding
the sources of knowledge with your HOTS, you need to think interpretatively through these ways of inferential thinking: predicting,
generalizing, concluding, and assuming. On top of these should be your ability to criticize or evaluate, apply, and create things about what
you have read. Hence, reading or making sense of the source materials does not only make you list down ideas from the materials, but also
permits you to modify, construct, or reconstruct ideas based on a certain principle, theory, pattern, method, or theme underlying your
research.

Stage 3: Writing the Review

You do a great deal of idea connection and organization in this last stage of RRL to form an overall understanding of the material by
paraphrasing or summarizing the it. In doing either of these two, you get to change the arrangement of ideas, structures of the language, and
the format of the text using appropriate organizational techniques of comparison-contrast, chronological order, spatial relationship, inductive-
deductive order, and transitional devices. Also, you make effective changes not only on language structures and format but also the quality of
ideas incorporated into the summary or paraphrase as well. This means that in writing the review, based on the focus, theme, or theory
underlying your research, you are free to fuse your opinions with the author’s ideas. (Corti 2014)
A simple presentation of the findings or argumentations of the writers on a particular topic with no incorporation of your own
inferential, analytical, and comparative- contrastive thinking about other people’s ideas indicates poor literature review writing. This mere
description, transfer, or listing of writer’s ideas that is devoid of or not reflective of your thinking is called dump or stringing method. Good
literature review writing shuns presenting ideas in serial abstracts, which means every paragraph merely consists of one article. This is a
source-by-source literature writing that fails to link, compare, and contrast series of articles based on a theory or a theme around which the
research questions revolve. (Remlen 2011)
Juxtaposing or dealing with studies with respect to each other is your way of proving the extent of the validity of the findings of
previous studies vis-a-vis the recent ones. Reading the source material and writing the review analytically, argumentatively, or critically, you
give yourself the chance to express your genuine or opinionated knowledge about the topic; thereby, increasing the enthusiasm of people in
reading your work. (Radylyer 2013)
Another good approach to writing an excellent review is adopting good opening sentences of articles that should chronologically
appear in the paper. Opening an article with a bibliographical list that begins with the author’s name like the following examples is not good.
Aquino (2015) said...
Roxas (2016) stated…
Perez (2017) wrote...
Mendoza (2018) asserted...
Examples of better article openings manifesting critical thinking through analysis, comparison and contrast of ideas and findings are as
follows:
One early work by (Castro, 2017) proves that...
Another study on the topic by (Torres, 2017) maintains that...
The latest study by (Gomez, 2018) reveals that...
A research study by (Rivera, 2017) explains that...

Coming from various books on literature review writing are the following transitional devices and active verbs to link or express
authors’ ideas in your paper. Using correct words to link ideas will make you synthesize your literature review, in a way that evidence coming
from various sources of data, will present an overall understanding of the context or of the present circumstances affecting the research
problem.
 Transitional devices – also, additionally, again, similarly, a similar opinion, however, conversely, on the other hand, nevertheless, a
contrasting opinion, a different approach, etc.
 Active verbs – analyze, argues, assess, assert, assume, claim, compare, contrast, conclude, criticize, debate, defend, define,
demonstrate, discuss, distinguish, differentiate, evaluate, examine, emphasize, expand, explain, exhibit, identify, illustrate, imply,
indicate, judge, justify, narrate, outline, persuade, propose, question, relate to, report, review, suggest, summarize.

PRACTICE
Activity 3: Write the letter of the word or phrase in column B that corresponds in meaning to the expression in column A.

COLUMN A COLUMN B  Teacher can let students

explain their answers further
1. Theme or theory a. Some paragraphs but one article per par. to solicit idea.
2. Wikipedia   b. Lacking in well-learned ideas
3. Websites   c. Comparing-contrasting two findings
4. HOTS d.  Elicits opinions on the topic
5. Dump method   e.  Biographical list
6. Serial abstract     f.  Inferring, criticizing, applying, creating
7. Juxtaposing ideas   g.  Dependent on readers for its quality
8. Argumentative review h. Basis of linking authors’ ideas
9. Aquino (2018) suggested...     i.  Reading comprehension
10. Grey literature    j.  Thesis, dissertations, posters
 k. Plain union of authors’
ENRICHMENT
Activity 4: Write T if the sentence is true and F, if it is false. Then, underline the part that makes the sentence false and write the
correct word/s on the line provided.
 Teacher can do probing.
1. Doing a literature search alone proves that literature review writing is an interconnected process.
2. Editing by readers contributes to the inferiority of Wikipedia as a source of information.
3. Much editing by readers happens in grey literature.
4. Bibliographical list is not a good way to begin an article.
5. A researcher is discouraged from using this opening: One study by (Lim, 2017) asserts that...
6. Being an interconnected process, literature review stages affect one another.
7. HOTS take place extensively in Literature-review reading and writing.
8. Primary source is better than secondary source.
9. Similarly, also, on the other hand are good article openings.
10. You begin your review of related literature by peer-reviewed journals.

EVALUATION  Teacher must remind

Activity 5: Decide on one thing you want to know more. Ask three questions about this puzzling thing, and then list down as many students about the do’s and
sources of information as you can through which you can obtain knowledge to answer your questions. don’ts when surfing the net.
Such information about your chosen topic may come from your school library and research databases and other online
resources such as the DAAI, ACM, ERIC, CINAHL, PROQUEST, EBSCOHOST, etc. Read the articles found in these sources of
information, and then synthesize or summarize them into one coherent written discourse or composition to shed light on your
research questions. Write your composition in a separate sheet of clean paper.

Activity 6: POSTER MAKING

Directions: Create a poster reflecting the three stages of Review of Related Literature. Label your poster with a caption or a general  A criteria for judging will be
title that emphasizes the importance of RRL. Likewise, provide each colourfully illustrated RRL stage with a catchword or short, provided.
eye-catching expression.

Prepared by: Checked by:

EMAY JEAN M. PESCADERO, LPT GRACE V. PEPITO, LPT CHRISTINE MARIE B. VILOAN, LPT
Subject Teacher Academic Coordinator Academic Coordinator