Donna Lyn M.

Torres
BSEd 3-1 English

Read five journal articles. Focus on Review of Related Literature part. Examine how this part is
written.
1.) Are there transitional devices/connectives used?

The five journal articles that I have read used transitional devices/connectives in their
Review of Related Literature. Some of the transitional devices used are thus, but, and then,
further, later, second, first, in addition, for example, third, after, however, where, and, therefore,
indeed, for instance, in contrast, finally, and because.

2.) What tense is used? What voice is used?

The tense used is past tense or perfect present tense. The voice used is active voice. Some
examples of sentences on the five journal articles in past tense and active voice are, “Haddadi
and Tahririan (2014) studied the common errors within corpuses of individuals in two phases
(Salehi, M. & Bahrami, A., 2018)”; “Procrastination appears a tendency, attitude or behavioral
trait which Shah (2000) described as indecisive state lacking in will power and vitality to do a
work (Hussaina, I. & Sultan, S., 2010).” ; “The results of this study revealed that low extrinsic
motivation coupled with perfectionism lead to academic procrastination, especially for female
students (Islak, R. B., 2011)”; and “Severino & Prim (2015) supports these results in their study
of the Chinese students' written draft (Gagalang, J.L. ,2020).”.

3.) What is the purpose of the paragraph?

The purpose of the paragraph is to support and provide reliable data and information that
will serve as the foundation of the research or study. By citing authors and their works that are
relevant to your study, it gives the readers and fellow researchers’ information and data that has
been established and provide an overview on your topic. Each paragraph in the RRL provides
necessary information about the topic, its definition, and the results gathered, locale of the
research, and the connection of the different research information and data. It helps the
researchers to find gaps that the existing research papers and researchers hasn’t explored.

4.) How are ideas presented?

The ideas are presented according to the main topic, then moving towards the sub topics
of the study and the connection of those ideas. They are also presented according to their
similarity in data and information and then supporting ideas follow. The main topic is introduced
at first then, its definition or concept from different researchers. Further details regarding the
main topic are presented. They are also categorized for them to be organized. They are written in
an orderly manner, and in a clear and concise way.

5.) How many authors are cited in a paragraph?

The average authors cited per paragraph on the five journal articles are four (4), ranging
from 0-31 authors. There are numerous paragraphs that have no authors cited. In Gagalang’s
review of related literature, there is an average of 11 authors cited in a paragraph. In Salehi’s
research, there is an average of 2 authors cited per paragraph, ranging from 0- 5 authors. On the
other hand, Islak has an average of 4 authors cited. It has a wide range of 0-31 authors cited per
paragraph in her review of related literature. In Hussaina’s RLL, there is an average of 10
authors cited, ranging from 8-13. Lastly, in Kasim’s RRL, there is an average of 4 authors cited,
ranging from 0- 22 per paragraph. The average authors cited per paragraph on the five journal
articles may vary because of the number of paragraph in the RRL, researcher’s skills, and
availability of relevant information to the study.

6.) Give samples of synthesis, paraphrase, analysis, and quotation.

Synthesis

Kasim, L.S.M. (2015). The Impact Of Academic Procrastination And Academic
Performance On Academic Achievement Amongst Undergraduate Students At A Local
University.
Unsynthesized:
Academic procrastination is a widespread phenomenon in the academic world. However,
most research on academic procrastination was performed in Western countries. Few studies
were conducted in non-Western cultures. For example, Grope1 and Steel (2008) declared
that "most of the procrastination data was from English speaking countries, particularly the
United States which comprised 65% of the results" (p. 406). A cross-culture study by Mann
et al. (1998) described the conclusion that East Asian university students, especially
Japanese and Taiwanese, tended to procrastinate more than the Western students.
Synthesized:
Different studies reveal contradicting views regarding the description of procrastination as a
prevalent occurrence. Although Gropel & Steel (2008), state that 65% of the results about
procrastination data came from the United States, Mann et al. (1998) proved in a cross-
culture study that non-Western students have higher tendency to procrastinate. However,
Mann et al. (1998) study and data is outdated than Gropel & Steel’s (2008) research. There
could be researches that are up to date and have more reliable data now.
  Islak, R. B. (2011). Academic Procrastination In Relation To Gender Among Gifted And
Talented College Students.
Unsynthesized:
Milgram et al. (1995) conducted a study investigating the relationship between
procrastination and related variables among 115 male and 85 female students, concluding
that males were more likely to procrastinate than females. Similarly, Senecal et al. (1995)
conducted a study with 498 French-Canadian junior university students and investigated the
role of autonomous self-regulation as a predictor of academic procrastination. As they
expected, female university students reported to have less procrastination tendency
compared to their male peers. They explained this gender difference by the fact that females
are more intrinsically motivated than males. In another study by Brownlow and Reasinger
(2000), the relative impact of intrinsic and extrinsic motivation toward academic work, fear
of failure, perfectionism and locus of control on academic procrastination were investigated
among 96 university students. The results of this study revealed that low extrinsic
motivation coupled with perfectionism lead to academic procrastination, especially for
female students. On the other hand, procrastination of male students was not predicted by
perfectionism, but by the lack of 23 extrinsic motivation. External attribution style predicted
procrastination behavior of male students.
Synthesized:
Various studies report colliding conclusion regarding the relationship between academic
procrastination and gender. While Milgram et al. (1995) and Senecal et al. (1995), declare
that male students are most likely to procrastinate than female students, Brownlow and
Reasinger (2000) discover that female students are more susceptible to procrastinating due
to different circumstances. Although, male student’s procrastination are influenced by lack
of extrinsic motivation, female students are urged to procrastinate due to perfectionism and
low extrinsic motivation (Senecal et al., 1995). Both gender are prone to academic
procrastination. The large and diverse sample in the studies of Milgram et al. (1995) and
Senecal et al. (1995) provide more accurate data and information. In the study of Brownlow
and Reasinger (2000), it produced new data about the influence of different factors to
procrastination, connecting its relationship with gender.
Paraphrase
 Salehi, M. & Bahrami, A. (2018). An error analysis of journal papers written by Persian
authors.
Original:
The origin of ESP goes back to two periods in the history. According to Hutchinson and
Waters (1987) first, the Second World War. Second, the 1970s oil crisis which caused
English, the language of the west to become the language of technology and commerce.
This demanded all professions in the society other than the language teachers like
doctors, mechanics, businessmen and women learn English for their specific purpose to
 survive and meet their demands within the new era. The important point to note was that
they knew their purpose of learning English (Hutchinson & Waters, 1987).
Paraphrased:
English for Specific Purposes began when the Second World War happened, but
blossomed on 1970s when it shifted as technology and trading’s language. It required
people from all kinds of occupation to be educated about ESP to adjust and fit with the
advancing world. It reminded people of the relevance of ESP. (Hutchinson & Waters,
1987).
 Hussaina, I. & Sultan, S. (2010). Analysis of procrastination among university students.
Original:
Essau, Ederer, O’Callaghan, & Aschemann, (2008) concluded that high level
procrastination makes students unable to regulate and organize them achieve their
academic goals causing them depression, anxiety and stress. It is not gender restricted or
gender-based trait rather works across the gender and affects both the sexes.
Paraphrased:
Procrastination is prevalent among both men and women. Procrastinating excessively
results to students having negative thoughts and overwhelming feelings because they
cannot manage and sort their academic goals. (Essau, Ederer, O’Callaghan, & Aschemann,
2008).
Analysis
 Salehi, M. & Bahrami, A. (2018). An error analysis of journal papers written by Persian
authors.
ESP and needs analysis are intertwined within each other (Brown, 2016). In order to discuss
needs analysis, we have to go through the word “need”. Hutchinson and Waters (1987) discuss
three terms which are: want, need and lack; want is something the learners desire to get from the
teachers and the education system, need is something the learners require and want to have
which they may also not achieve and lack is something the learners do not have and is their gap.
According to Zohrabi (2015) needs analysis is done to design a syllabus, which will gather data
and use those data to come to a conclusion regarding the needs, the goals of the students and also
requirements of a specific course within an institution and plan the syllabus according to those
needs. Kharma (1998) states that there are two types of needs. First, societal needs, which are the
needs learners have while learning a language to survive in a society which is, for example,
learning English for trade, business, technology and cultural purpose. Second, are the educational
needs which are met by learning language skills such as writing, reading, speaking and listening
to deal with their educational needs.
  Kasim, L.S.M. (2015). The Impact Of Academic Procrastination And Academic
Performance On Academic Achievement Amongst Undergraduate Students At A Local
University.
Ellis and Knaus (1977), who emphasized the function of procrastination protecting one from
being hurt, state that academic procrastination can sometimes be seen as a self-protective
strategy. In similar studies in procrastination literature, it has been stated that procrastination
serves to the intention of protecting the vulnerable self-esteem (Ferrari, Johnson, and McCown,
1995; Solomon and Rothblum, 1984). Academic performance and the self-esteem of an
individual might decrease since she or he has the academic procrastination (Balkls and Duru,
2010). Similarly, the direct impact of self-doubt on self-esteem and academic performance may
decrease when the academic procrastination is present. Therefore, it can be put forward that there
might be direct and indirect relationships among the related variables. In this study, it was aimed
to contribute to fulfil a conceptual gap in the literature by focusing on the possible roles of
academic procrastination in relation to self-doubt, self-esteem, self-doubt and academic
performance.
Quotation
 Gagalang, J.L. (2020). Assessing Deficiencies in Composition Writing: A Case of
Filipino College Freshmen Learners. –PalArch’s Journal of Archaeology of
Egypt/Egyptology17(1), 307-316.
She stated, “The majority never had a rough draft. They started late as they think of the
first words to write” (Gagalang, 2020, p. 314), the students tend to write the final paper
along with their cumulative thoughts.
According to Severino & Prim (2015), “word choice problems can negatively affect
rhetorical effectiveness and readers’ comprehension and evaluation” (p.115)
 Kasim, L.S.M. (2015). The Impact Of Academic Procrastination And Academic
Performance On Academic Achievement Amongst Undergraduate Students At A Local
University.
According to the study of Balkis & Durus (2009), “23% of the university students do not
complete their academic duties on time, and that they postpone them to a future date”
(p.17).
Klassen, Krawchuk and Rajani (2008) conducted a study in a Canadian university which
exhibited a similar result concluding that "almost all of the students defined themselves
as procrastinators, with 89% of students reporting more than 1 hour of procrastination per
day" (p. 927).
 Hussaina, I. & Sultan, S. (2010). Analysis of procrastination among university students.
 Steel (2008) pointed out that procrastination effects the self-efficacy & self-
actualization, distractibility, impulsiveness, self-control and organizational behavior of
the students (para 1).
 Salehi, M. & Bahrami, A. (2018). An error analysis of journal papers written by Persian
authors.
According to the research of Sasidharan (2012), “engineering students need not only
linguistic competence in English but also certain life skills and technical skills related to
language learning that needs to be included in the syllabus to handle real-life situations
on completion of their engineering course” (p.100).

References:
Gagalang, J.L. (2020). Assessing Deficiencies in Composition Writing: A Case of Filipino
College Freshmen Learners. –PalArch’s Journal of Archaeology of Egypt/Egyptology17(1),
307-316. ISSN 1567-214X. Retrieved from:
https://archives.palarch.nl/index.php/jae/article/view/2516/2454
Hussaina, I. & Sultan, S. (2010). Analysis of procrastination among university students.
Retrieved from:
https://www.researchgate.net/publication/271617614_Analysis_of_procrastination_among_unive
rsity_students
Islak, R. B. (2011). Academic Procrastination In Relation To Gender Among Gifted And
Talented College Students. Retrieved from:
https://uh-ir.tdl.org/bitstream/handle/10657/501/ISLAK-THESIS-2011.pdf?
sequence=1&isAllowed=y
Kasim, L.S.M. (2015). The Impact Of Academic Procrastination And Academic Performance On
Academic Achievement Amongst Undergraduate Students At A Local University. Retrieved
from: https://etd.uum.edu.my/5262/1/s810931.pdf
Salehi, M. & Bahrami, A. (2018). An error analysis of journal papers written by Persian authors.
Retrieved from: https://www.tandfonline.com/doi/full/10.1080/23311983.2018.1537948