UNIT IV:

LEARNING FROM
OTHERS &
REVIEWING THE
LITERATURE

7/1/20XX Pitch deck title 1

LESSON 7: REVIEW
OF RELATED
LITERATURE
6.53
(RRL)
Practical Research I
Zione Katleen Esic, RPm
REVIEW OF RELATED
LITERATURE (RRL)
Literature is an oral or written
record of man’s significant
experiences that are artistically
conveyed in a prosaic manner.
These recorded or preserved
world perceptions of man are
expressed directly and
indirectly. Direct expressions of
man’s knowledge of the world
are in books, periodicals, and
online reading materials.
Indirect expressions are his
inferences or reflections of his
surroundings that are not
written or spoken at all. (Ridley
2012)
3
REVIEW OF RELATED
LITERATURE (RRL)
A review of related literature is an
analysis of man’s written or spoken
knowledge of the world. You examine
representations of man’s thinking
about the world to determine the
connection of your research with
what people already know about it.
In doing the RRL, you deal with both
formal or direct and informal or
indirect expressions of man’s
knowledge. Fusing your world
understanding with the authors’
world perceptions enables you to get
a good analysis of existing written
works that are related to your
research study. (Wallman 2014) 4
 PURPOSES OF RRL
1. To obtain background knowledge of your
research
2. To relate your study to the current
condition or situation of the world
4. To expand, prove, or disprove the findings
of previous research studies
5. To increase your understanding of the
underlying theories, principles, or
concepts of your research
6. To explain technical terms involved in
your research study

7/1/20XX 5
 PURPOSES OF RRL
7. To highlight the significance of your work
with the kind of evidence it gathered to
support the conclusion of your research
8. To avoid repeating previous research
studies
9. To recommend the necessity of further
research on a certain topic

7/1/20XX 6
STYLES OR APPROACHES OF RRL
1. Traditional Review of Literature
-summarize present forms of knowledge on a
specific subject
-the aim is to give an expanded or new
understanding of an existing work
-being necessarily descriptive, interpretative,
evaluative, and methodically unclear and
uncertain, a traditional review is prone to your
subjectivity
-this kind of review does not require you to
describe your method of reviewing literature but
expects you to state your intentions in conducting
the review and to name the sources of information
-appropriate for undergraduate level researchers 7
STYLES OR APPROACHES OF RRL
1. Traditional Review of Literature Types:
• Conceptual review – analysis of concepts or ideas to
give meaning to some national or world issues
• Critical review – focuses on theories or hypotheses
and examines meanings and results of their
application to situations
• State-of-the-Art review – makes the researcher deal
with the latest research studies on the subject
• Expert review – encourages a well-known expert to
do the RRL because of the influence of a certain
ideology, paradigm, or belief on him/her
• Scoping review – prepares a situation for a future
research work in the form of project making about
community development, government policies, and
health services, among others
8
STYLES OR APPROACHES OF RRL
2. Systematic Review of Literature
-means methodical, is a style of RRL that
involves sequential acts of a review of
related literature
-requires you to go through the following
RRL steps (Ridley 2012):

9
STYLES OR APPROACHES OF RRL
2. Systematic Review of Literature
1. Have a clear understanding of the research
questions. Serving as the compass to direct
your research activities, the research questions
tell you what to collect and where to obtain
those data you want to collect.
2. Plan your manner of obtaining the data.
Imagining how you will get to where the data
are, you will come to think also of what
keywords to use for easy searching and how to
accord courtesy and respect to people or
institutions from where the data will come
such as planning how to communicate your
request to these sources of data.
10
STYLES OR APPROACHES OF RRL
2. Systematic Review of Literature
3. Do the literature search. Using keywords,
you look for the needed information from all
sources of knowledge: Internet, books,
journals periodicals, government publications,
general references, and the like.
4. Using a certain standard, determine which
data, studies, or sources of knowledge are
valuable or not to warrant the reasonableness
of your decision to take some data and junk
the rest.
11
STYLES OR APPROACHES OF RRL
2. Systematic Review of Literature
5. Determine the methodological soundness of
the research studies. Use a checklist or a certain
set of criteria in assessing the ways researchers
conduct their studies to arrive at a certain
conclusion.
6. Summarize what you have gathered from
various sources of data. To concisely present a
synthesis of your report, use a graph such as a
table and other presentation formats that are
not prone to verbosity.

12
STYLES OR APPROACHES OF RRL
2. Systematic Review of Literature
A systematic review of literature is a
rigorous way of obtaining data from written
works. It is a bias-free style that every
researcher wanting to be a research expert
should experience. Limiting itself to peer-
reviewed journals, academically written
works, and quantitative assessment of data
through statistical methods, this style of
literature review ensures objectivity in every
stage of the research. (Fraenbell 2012)
13
14
Structure of the RRL
For the traditional review, the structure of the summary
resembles that of an essay where series of united sentences
presents the RRL results. However, this structure of traditional
review varies based on your subject and area of specialization.
For the systematic review, the structure is based on the
research questions; so much so, that, if your RRL does not
adhere to a certain method to make you begin your RRL with
research questions, your RRL is headed toward a traditional
literature review structure.

7/1/20XX 15
Structure of the RRL
Regardless of what RRL structure you opt to use, you must see
to it that the organizational pattern of the results of your
review contains these three elements:
1. introduction;
2. headings and subheadings;
3. summary (Ridley 2013)

7/1/20XX 16
✓The rule of thumb is choosing latest literatures, those
published in the past 10 years
✓Even with citations, the ideas of the authors should
be paraphrased.
✓Cite a minimum of 20-25 authors throughout the
research paper, at least 10 authors should be seen in
RRL section.

7/1/20XX 17
 LESSON 8: THE
PROCESS OF REVIEW OF
RELATED
6.53
LITERATURE
Practical Research I
Zione Katleen Esic, RPm
✓Your search for knowledge happens in every stage of
your research work, but it is in the research stage of
review of related literature where you spend
considerable time searching knowledge about the topic
✓Going methodical in your review of related literature
means you have to go through the following 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 adopt. (Lappuci, 2013; Robyler, 2013;
Freinbell, 2012)

7/1/20XX 19
STAGE 1: SEARCH FOR THE LITERATURE
Three basic types of literature
sources:
• General references
-direct to the direction
other sources
• Primary resources
-directly report or
present a person’s own
experiences
• Secondary sources
-report or describe other
people’s experiences or
worldviews; give the most
number of materials 20
STAGE 1: SEARCH FOR THE LITERATURE
Pointers 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. 21
 STAGE 2: READING THE SOURCE MATERIAL
✓ You can only benefit much
from your reading activities if
you confront the reading
materials with the help of
your HOTS.
✓ 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 22

your research.
STAGE 2: READING THE SOURCE MATERIAL

23
 STAGE 3: WRITING A REVIEW
✓ 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.
24
 STAGE 3: WRITING A REVIEW
✓ 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 related to 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) 25
STAGE 3: WRITING A REVIEW
Aquino (2015) said...
Roxas (2016) stated…
Perez (2017) wrote...
Mendoza (2018) asserted...
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... 26
STAGE 3: WRITING A REVIEW
Transitional devices – also,
additionally, again, similarly,
a similar opinion, however,
conversely, on the other
hand, nevertheless, a
contrasting opinion, a
different approach, etc.

27
STAGE 3: WRITING A REVIEW
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. 28
LESSON 9: STANDARDS
STYLES IN REVIEW OF
RELATED6.53
LITERATURE,
CITATION OR
REFERENCES
Practical Research I
Zione Katleen Esic, RPm
One recent study by Castro (2016) defined intercultural
competence as an ability to interact harmoniously with
people from different cultural background. Giving this
expression another name, David (2017) calls it
Crosscultural or Inter-culture Competence. Described
by Tolentino (2018) as a social-based activity,
intercultural competence has context as its one latest
study by Tuazon (2018) that explains context as a broad
term that refers to all the circumstances affecting social
interaction.

7/1/20XX 30
EXPRESSING APPRECIATION OR RECOGNITION OF
PEOPLE’S OWNERSHIP IDEAS (SHARP, 2012)

1. Acknowledgment –
the beginning portion
of the work that
identifies individuals
who have contributed
something for the
production of the paper

31
EXPRESSING APPRECIATION OR RECOGNITION OF
PEOPLE’S OWNERSHIP OF BORROWED IDEAS
(SHARP, 2012)
2. References or
Bibliography – a
complete list of all
reading materials,
including books,
journals, periodicals,
etc. from where the
borrowed ideas
came from

32
EXPRESSING APPRECIATION OR RECOGNITION OF
PEOPLE’S OWNERSHIP OF BORROWED IDEAS
(SHARP, 2012)
3. Citation or In-text
Citation – references
within the main body
of the text (BG of the
study, RRL, etc.)

33
PURPOSES OF CITATION
1. To give importance and respect to other
people for what they know about the field
2. To give authority, validity, and credibility to
other people’s claims, conclusions, and
arguments
3. To prove your broad and extensive
reading of authentic and relevant
materials about your topic
4. To help readers find or contact the
sources of ideas easily
5. To permit readers to check the accuracy of
your work
6. To save yourself from plagiarism 34
STYLES OF CITATION
1. Integral Citation
-using active verbs like claim, assert, state, etc. to somehow express
the author’s mental position, attitude, stand, or opinion in relation to
the information referred to
-often used in social sciences or any subjects belonging to the soft
sciences.

Examples of Integral Citation:

APA MLA
One study by Manalo (2015) reveals... One study by (Manalo 70)
The latest work by Lee (2015) asserts... The latest work by (Lee 123)
According to Abad et al. (2015) context is... According to (Abad et al.: 54)

35
STYLES OF CITATION
2. Non-integral Citation
-downplays any strength of the writer’s personal characteristics
-the stress is given to the piece of information rather than to the
owner of the ideas.

Examples of Non-Integral Citation:

a. The Code of Ethics for Intercultural Competence give four ways
by which people from different cultural background can
harmoniously relate themselves with one another (De la Cruz,
2015).

36
STYLES OF CITATION
2. Non-integral Citation

Examples of Non-Integral Citation:

b. Knowledge is one component of not only Systemic Functional
Grammar but Intercultural competence as well. It is the driving force
beyond any successful collaborative activities to develop
interpersonal relationships and communicative competence. (Smith
2015)
c. The other components of Intercultural Competence which are
also present in SFG are: context (Harold, 2015), appropriateness
(Villar, Marcos, Atienza, 2016; Santos, and Daez, 2016), and
emotions (Flores, 2016).
37
PATTERNS OF CITATION
1. Summary. The citation in this case is a
shortened version of the original text that is
expressed in your own language. Making the text
short, you have to pick out only the most
important ideas or aspects of the text.

2. Paraphrase. This is the antithesis of the first one

because, here, instead of shortening the form of
the text, you explain what the text means to you
using your own words. In doing so, it is possible
that your explanations may decrease or exceed
the number of words of the original text.

38
PATTERNS OF CITATION
3. Short Direct Quotation. Only a part of the
author’s sentence, the whole sentence, or
several sentences, not exceeding 40 words,
is what you can quote or repeat in writing
through this citation pattern. Since this
makes you copy the exact words of the
writer, it is necessary that you give the
number of the page where the readers can
find the copied words.
Example: Contexts is influenced by these
four factors: “language, culture, institutions,
and ideologies.” (Aranda, 2015, p.8)
39
PATTERNS OF CITATION
4. Long Direct Quotation or Block
Quotation, or Extract. Named in many ways,
this citation pattern makes you copy the
author’s exact words numbering from 40 up
to 100 words. Under APA, the limit is eight
lines. Placed at the center of the page with
no indentation, the copied lines look like
they compose a stanza of a poem.

40
PATTERNS OF CITATION
4. Long Direct Quotation or Block
Quotation, or Extract.
Example: The latest study by (Hizon, 2015)
reveals the social nature of language. Stressing
this nature of language, he says:
Language features result from the way people use language
to meet their social needs. In their interactions, they use
language to describe, compare, agree, explain, disagree,
and so on. Each language function requires a certain set of
language features like nouns for naming, adjectives for
comparing, verbs for agreeing, prepositions for directing,
and conjunctions for connecting ideas. (p. 38)

41
PATTERNS OF CITATION
4. Long Direct Quotation or Block Quotation, or Extract.
To avoid negative connotations about direct quotations
in your paper, have in mind the following reasons to
justify your act of quoting or repeating in writing other
people’s words. (Ransome 2013)
1. The idea is quite essential.
2. The idea is refutable or arguable.
3. The sentence is ambiguous or has multiple meanings.
4. There’s a strong possibility that questions may be
raised about the citation.
5. It is an excellent idea that to make it a part of your
paper will bring prestige and credibility to your entire
work.
42
PATTERNS OF CITATION
Tense of verbs for reporting
Active verbs are effective words to use in
reporting authors’ ideas. Present their ideas in
any of these tenses: present, simple past, or
present perfect tense. The APA system,
however, prefers the use of present perfect
tense.
Examples:
Present tense – Marcos explains...
Past tense – Marcos explained...
Present perfect tense – Marcos has explained...
43
2 BASIC METHODS OF REFERENCING
Each of these two methods has its own in-
text citation style. The following shows the
difference between them as regards citation
format.
• APA (American Psychological Association
(Ramos, 2015) or Ramos (2016)
(Manalo, 2015) or Manalo (2016)
• MLA (Modern Language Association)
MLA – (Bautista 183), (Flores et.al. 150-158)
(Acosta, Hizon, Lopez 235-240)
(Velarde 4: 389-403) – for periodicals 44
 PLAGIARISM
Plagiarism is an act of quoting or copying the
exact words of the writer and passing the quoted
words off as your own words. The leading act of
plagiarism is using the words of the original text
in expressing your understanding of the reading
material. The right way to avoid plagiarism is to
express the borrowed ideas in your own words
(Ransome, 2013).
Taking ownership of what do not belong to you is
a criminal act that is punishable by imprisonment
and indemnity or payment of money to
compensate for any losses incurred by the
owners of expressions that you copied without
their permission (Hammersely, 2013).

7/1/20XX 45
 PLAGIARISM
Nowadays, due to the proliferation of “Grey
Literature” or unpublished reading materials or of
non-peer reviewed online publications, many
reading materials as sources of information for
research studies appear questionable as to how
credible and authoritative they are.
Notwithstanding the doubtful reputation of these
grey literature, to free yourself from any guilt of
plagiarism, you must identify in your paper the
owners of any idea, word, symbol that you
quoted or copied verbatim, summarized, or
paraphrased (Sharp 2012; Gray 2013).

7/1/20XX 46
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 THANK YOU
Zione Kathleen Esic, RPm
zionekathleen.esic@deped.gov.ph

7/1/20XX Pitch deck title 48