University English II - Unit 3 (Answers)

Unit 3
Writing a
Literature
Review
PAGE | 130
Pre-unit activity 1: Assess your skills before studying Unit 3 132
What is a literature review? 133
Why undertake a literature review? 134
Activity 3.1: Is this literature review effective? 135
Steps for preparing the literature review assignments 137
Activity 3. 2: Identifying relevant source texts 138
Structure of a self-contained literature review 142
How to cite research evidence 143
Typology of rhetorical functions of citations 145
Activity 3.3: In-text citations & rhetorical functions 147
Synthesising articles 149
Activity 3.4: Identifying different instances of synthesis 149
Language features of a literature review 153
A sample literature review draft/outline (with rubrics) 156
A sample literature review (final version) (with rubrics) 162
A citation table 169
Language features: hedging 171
Activity 3.5: Describing hedging strategies used in statements 175
Activity 3.6: Revise the passage using hedging 176
Verb tenses in a literature review 177
Differences between Academic English and General English 178
Activity 3.7: Video Clip – 12 common errors in Academic English 178
Academic style language/formal language 179
Activity 3.8: Rewriting sentences in a more academic style 184
Activity 3.9: Rewriting sentences in a more academic style 185
Activity 3.10: Proofreading, revising and editing 185
Activity 3.11: Questions to consider 187
Activity 3.12: Proofreading 189
Common mistakes/issues in Literature Review 192
Activity 3.13: End-of the-unit survey 198
Self-learning online resources for Unit 3 199
References 200
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Pre-unit activity 1
Assess your skills before studying Unit 3

Below is a list of skills and topics in this unit. Please tick the number that best describes your
knowledge of the topic. Tick 5 for ‘most knowledgeable’ about the topic to 1 for ‘least knowledgeable’.
Outline of the main topics and skills
Topics and skills 5 4 3 2 1
What a literature review is
Reasons for undertaking a literature review
Some questions a literature review should

answer
Steps in writing a literature review
The structure of a self‐contained literature

review
Summarising and synthesising the research

findings reported in published studies
Identifying different points of view
How to cite research evidence
In‐text citations & rhetorical functions
Language use in literature reviews
Differences between academic English and

general English
Rewriting sentences in an academic style
The language of hedging
Proofreading, revising and editing
PAGE | 132
What is a literature review?
The ability to critically assess published literature is a skill that all university students should develop
as literature review is a specific genre in academic writing. Literature reviews may vary from discipline
to discipline or across different level of studies in terms of scope, breadth and depth of analysis, but it
is generally understood as an analytical evaluation of previously published literature. The survey of
scholarly articles, books or other credible sources presented in a literature review should be relevant
to a particular subject, providing a description, summary, synthesis and critical examination of the
work.
There are a number of circumstances under which you might be asked to write a literature review. It
may be a stand-alone unit, a review in its own right or a preface to and justification for engaging in a
new research study. Research proposals, honours projects and often theses and dissertations require a
review of existing literature. It is, therefore, an essential part of the research process.
Have a look at the following quotes explaining what a literature review is:
“A literature review surveys scholarly articles, books and other sources relevant to a
particular issue, area of research, or theory, and by so doing, provides a description,
summary, and critical evaluation of these works” (Ramdhani et al., 2014).
“In the initial stages of research, it helps you to establish the theoretical roots of your
study, clarify your ideas and develop your research methodology. Later in the process,
the literature review serves to enhance and consolidate your own knowledge base and
helps you to integrate your findings with the existing body of knowledge” (Kumar,
2014).
Literature review is an important genre that novice academic writers should master in order to become
full members of the academic community. Depending on the contexts, writers may be motivated to
write a literature review for different reasons. This unit guides students to explore how to review the
literature in academic writing.
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Why undertake a literature review?
The aim of doing a literature review is to find out what is already known about a specific topic. As such
the objectives may be
• to summarise recent scholarship on a specific topic;

• to improve understanding of the literature by discovering the relationships among different
research studies;
• to form your own views on a research issue and develop arguments to defend your views
Here are some of the questions a literature review should answer
1. What issues have the scholars studied regarding this topic?
2. What new knowledge has been created in these studies?
3. What methodological approaches have been taken in these studies?
4. How were data collected and analysed? Which theoretical perspectives or models were
adopted?
5. In what ways do the scholars agree or disagree? How do their findings and arguments relate
to one another?
6. What are the possible limitations or gaps that need to be addressed?
PAGE | 134
Activity 3.1
Is this literature review effective?

Read the following literature review and answer questions 1‐4 below.
Until recently many researchers have shown interest in the field of coastal erosion and the
resulting beach profiles. They have carried out numerous laboratory experiments and field
observations to illuminate the darkness of this field. Their findings and suggestions are
reviewed here.
Jachowski (1964) developed a model investigation conducted on the interlocking precast

concrete block seawall. After a result of a survey of damages caused by the severe storm at
the coast of USA, a new and especially shaped concrete block was developed for use inshore
protection. This block was designed to be used in a revetment type seawall that would be
both durable and economical as well as reduce wave run-up and overtopping, and scour at
its base or toe. It was proved that effective shore protection could be designed utilising
these units.
Hom-ma and Horikawa (1964) studied waves forces acting on the seawall which was
located inside the surf zone. On the basis of the experimental results conducted to measure
waves forces against a vertical wall, the authors proposed an empirical formula of wave
pressure distribution on a seawall. The computed results obtained by using the above
formula were compared well with the field data of wave pressure on a vertical wall.
Selezov and Zheleznyak (1965) conducted experiments on scour of sea bottom in front of
harbor seawalls, basing on the theoretical investigation of solitary wave interaction with a
vertical wall using Boussinesque type equation. It showed that the numerical results were
in reasonable agreement with laboratory experimental data.
(Source: Language Center (2004). Writing up research: Using the literature. Asian Institute of Technology.)
PAGE | 135
1. Which of the questions (listed on page 134) does this literature review answer?
This literature offers a summary of previous research, so it answers question 1. It
simply tells the reader what was discovered in previous research.
2. Which of the questions (listed on page 134) does this literature review not answer?
This literature review does not answer questions 2 to 6. It does not evaluate the
research it summarises, nor does it show the relationships between the different theories, views
and approaches it describes.
3. Which method has the writer used to organise the literature review?
The writer has organised this literature review around the researchers, and has
presented their work chronologically (i.e. arranging the works by publication date). Notice that by
organising it around the researchers (the summaries are listed after the names of the people who
did the research) and not around the research (e.g. key concepts), the writer emphasises the
people but not their works.
4. Is the text an effective literature review? Why or why not?
This is not an effective literature review but rather resembles an annotated
bibliography or simply a list of summaries. In addition to the fact that it is not critical, it does not
show the relationship between the different works or draw comparisons between the articles.
Shore protection by sea walls

PAGE | 136
Steps for preparing the literature review assignments
Step 1 Choose one topic for your survey/review of the literature out of the ten topics (see the
10 given topics outlined in Unit 1);
Step 2 Explore and collect source texts that are credible and relevant using journal article
databases, library catalogues, JSTOR, and Google Scholar (please refer to Unit 1);
Step 3 Read and understand the different themes and research issues addressed in the
literature on the topic;
Step 4 Narrow your topic and determine the purpose/scope of your literature review by
selecting a specific research issue and a number of source texts; when choosing the
source texts, read carefully and evaluate what you find. Make sure the source texts are
credible and relevant;
Step 5 Prepare for the first presentation scheduled for week 4 (after the Chinese New Year
holidays);
Step 6 Organise the selected sources by looking for patterns and by developing sub‐
themes/sub‐topics. Try to discover relationships between the source texts; look for
major themes, concepts, gaps or disagreements and critically assess the work while
taking notes and paraphrasing the excerpts in order to cite properly and prepare the
citation table (see pp.169 of Unit 3 for an example of the citation table);
Step 7 Prepare the draft of the literature review providing (a) a complete introduction; (b)
topic sentences of each paragraph; (c) and your plan of what supporting details are
covered in the body paragraphs and sources are to be used (see pp.156‐159 of Unit 3
for the requirements of the draft), and submit the draft/outline to Moodle (Deadline:
week 7: 3 March 2023);
Step 8 (optional) Book an appointment with a peer tutor for feedback preferably 2 weeks in
advance (see this link for details: Student‐tutor Writing Consultation Programme
https://lc.hkbu.edu.hk/peertutoring/)
(Required) Discuss with your lecturer in a face‐to‐face consultation meeting your

literature review draft/outline (in week 8: 6‐10 March 2023);
Step 9 Write the final version of the literature review; revise, edit and proofread your work
before submitting it to Moodle (Deadline: week 10: 24 March 2023).
PAGE | 137
Activity 3. 2
Identifying relevant source texts

After a preliminary search of the literature, you find yourself interested to read more about the
correlation between use of social media and its impact on mental health. Consider the following
abstracts of research articles, some of which are more relevant to your topic than others. Which set of
articles can be included in your literature review? Please explain why.
Article 1: Coyne, S. M., Rogers, A. A., Zurcher, J. D., Stockdale, L., & Booth, M. (2020). Does time spent
using social media impact mental health?: An eight year longitudinal study. Computers in
Human Behavior, 104, 106160. https://doi.org/10.1016/j.chb.2019.106160
Abstract
Many studies have found a link between time spent using social media and mental health issues, such
as depression and anxiety. However, the existing research is plagued by cross‐sectional research and
lacks analytic techniques examining individual change over time. The current research involves an 8‐
year longitudinal study examining the association between time spent using social media and
depression and anxiety at the intra‐individual level. Participants included 500 adolescents who
completed once‐ yearly questionnaires between the ages of 13 and 20. Results revealed that increased
time spent on social media was not associated with increased mental health issues across
development when examined at the individual level. Hopefully these results can move the field of
research beyond its past focus on screen time.
Article 2: Hunt, M. G., Marx, R., Lipson, C., & Young, J. (2018). No More FOMO: Limiting Social Media
Decreases Loneliness and Depression. Journal of Social and Clinical Psychology, 37(10), 751–
768.
https://doi.org/10.1521/jscp.2018.37.10.751
Abstract
Introduction: Given the breadth of correlational research linking social media use to worse well‐being,
we undertook an experimental study to investigate the potential causal role that social media plays in
this relationship.
Method: After a week of baseline monitoring, 143 undergraduates at the University of Pennsylvania
were randomly assigned to either limit Facebook, Instagram and Snapchat use to 10 minutes, per
platform, per day, or to use social media as usual for three weeks.
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Results: The limited use group showed significant reductions in loneliness and depression over three
weeks compared to the control group. Both groups showed significant decreases in anxiety and fear
of missing out over baseline, suggesting a benefit of increased self‐monitoring.
Discussion: Our findings strongly suggest that limiting social media use to approximately 30 minutes
per day may lead to significant improvement in well‐being.
Article 3: Syvertsen, T., & Enli, G. (2019). Digital detox: Media resistance and the promise of
authenticity. Convergence: The International Journal of Research into New Media
Technologies, 26(5–6), 1269–1283. https://doi.org/10.1177/1354856519847325
Abstract
A fascination for the authentic is pervasive in contemporary culture. This article discusses texts
recommending digital detox and how these accentuate dilemmas of what it means to be authentically
human in the age of constant connectivity. Digital detox can be defined as a periodic disconnection
from social or online media, or strategies to reduce digital media involvement. Digital detox stands in
a long tradition of media resistance and resistance to new communication technologies, and non‐use
of media, but advocates balance and awareness more than permanent disconnection. Drawing on the
analysis of 20 texts promoting digital detox: self‐help literature, memoirs and corporate websites, the
article discusses how problems with digital media are defined and recommended strategies to handle
them. The analysis is structured around three dominant themes emerging in the material: descriptions
of temporal overload and 24/7 connectivity, experiences of spatial intrusion and loss of contact with
‘real life’ and descriptions of damage to body and mind. A second research topic concerns how
arguments for digital detox can be understood within a wider cultural and political context. Here, we
argue that digital detox texts illuminate the rise of a self‐regulation society, where individuals are
expected to take personal responsibility for balancing risks and pressures, as well as representing a
form of commodification of authenticity and nostalgia.
Article 4: Wood, N. T., & Munoz, C. (2020). Unplugged: Digital detox enhances student learning.
Marketing Education Review, 31(1), 14–25.
https://doi.org/10.1080/10528008.2020.1836973
Abstract
Technology and new digital media tools can enhance student learning; however, the opposite also can
be true. Abstaining from technology and digital media can help students understand how such
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technology influences consumer behaviour and how marketers may use it. This paper describes the
purpose, design, and methods of an unplugged class assignment. Students pledged to abstain from all
forms of digital media for 48 consecutive hours to help them develop an appreciation for how digital
media influences their behaviour. Students created a video documenting their experiences and
applied consumer behaviour concepts. Quantitative and qualitative data support the effectiveness of
the project. Opportunities and challenges associated with replicating the assignment in additional
marketing classes are discussed.
Article 5: Vanman, E. J., Baker, R., & Tobin, S. J. (2018). The burden of online friends: The effects of
giving up Facebook on stress and well‐being. The Journal of Social Psychology, 158(4), 496–
508. https://doi.org/10.1080/00224545.2018.1453467
Abstract
People occasionally choose to cut themselves off from their online social network by taking extended
breaks from Facebook. This study investigated whether abstaining from Facebook reduces stress but
also reduces subjective well‐being because of the resulting social disconnection. Participants (138
active Facebook users) were assigned to either a condition in which they were instructed to give up
Facebook for 5 days or continue to use Facebook as normal. Perceived stress and well‐being, as well
as salivary cortisol, were measured before and after the test period. Relative to those in the Facebook
Normal condition, those in the No Facebook condition experienced lower levels of cortisol and life
satisfaction. Our results suggest that the typical Facebook user may occasionally find the large amount
of social information available to be taxing, and Facebook vacations could ameliorate this stress—at
least in the short term.
Answer:
This task trains students’ skills to select research articles according to their research interests and
goals. They should learn to decide quickly whether an article is relevant by simply reading the titles
and the abstracts without having to read the whole articles.
Article 1 Coyne, S. M., Rogers, A. A., Zurcher, J. D., Stockdale, L., & Booth, M. (2020). Does
time spent using social media impact mental health?: An eight year longitudinal
study. Computers in Human Behavior, 104, 106160.
https://doi.org/10.1016/j.chb.2019.106160
Relevant as indicated in the title
Article 2 Hunt, M. G., Marx, R., Lipson, C., & Young, J. (2018). No More FOMO: Limiting
Social Media Decreases Loneliness and Depression. Journal of Social and Clinical
Psychology, 37(10), 751–768. https://doi.org/10.1521/jscp.2018.37.10.751
PAGE | 140
Article 3 Syvertsen, T., & Enli, G. (2019). Digital detox: Media resistance and the
promise of authenticity. Convergence: The International Journal of Research into
New Media Technologies, 26(5–6), 1269–1283.
https://doi.org/10.1177/1354856519847325
Irrelevant as the focus is the authenticity of human in the age of constant connectivity
Article 4 Wood, N. T., & Munoz, C. (2020). Unplugged: Digital detox enhances student
learning. Marketing Education Review, 31(1), 14–25.
https://doi.org/10.1080/10528008.2020.1836973
Irrelevant as the focus is the effect of digital detox on student learning
Article 5 Vanman, E. J., Baker, R., & Tobin, S. J. (2018). The burden of online friends: The
effects of giving up Facebook on stress and well‐being. The Journal of Social
Psychology, 158(4), 496–508.
https://doi.org/10.1080/00224545.2018.1453467
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Structure of a self-contained literature review
Literature Review
Introduction • Identify your topic and establish its importance

• Define terminology or provide background information if necessary (with
citations)
• Include overall themes, ideas, or theories found in the articles with citations
• Provide an outline
Body • Focus on one major idea and begin with a topic sentence
• Show the similarities or differences between different sources when it is
possible (with citations)
• Synthesise information accurately from the sources using your own words (e.g.
paraphrasing, reported speech and summarising) (with citations)
• Use 4‐8 sources
Conclusion • Restate the most significant theme(s) you have found (with citations)
• Give your opinion/evaluation/analysis of the articles and comment on the
significance of the issue in a wider context
References • List your sources in alphabetical order according to the surnames of the authors
• Use hanging indentations
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Empirical studies provide the key support for the thesis statement of a Literature Review. These studies
need to be cited and discussed in greater detail following a logical structure. Observe how the study
Kaur and Mohamad (2017) is cited by taking the following steps.
Summarise Reiterate
Describe the Describe the what the
Name the the study’s
participants method of findings
study relevant
of the study the study indicate
findings
Mariana (2010) analysed the moves of oral presentations of 23 engineering graduates from four
different faculties undergoing industrial training. She analysed the moves based on Seliman’s (1996)
moves and sub-moves. According to her, most engineering oral presentations adhered to the format
prescribed for the introduction and termination sections where sub-moves such as ‘greeting the
audience’ in the introduction section and ‘thanking audience’ at the termination section were relatively
fixed. However, she highlights that it was not easy to determine the moves and sub-moves in the body
or content section of the oral presentations mainly because of the differences in the requirements of
the tasks set by the faculty. Thus, she claims that the moves in the body section relied on the
requirement of the tasks as outlined in the assessment criteria. Overall, she concludes that students had
knowledge of the structure of the engineering oral presentations or the ‘script knowledge’ thus they
adhered to the prescribed moves that were fixed in a linear form from introduction, body, conclusion,
and termination.
Source: Kaur, K., & Mohamad Ali, A. (2017). Exploring the genre of academic oral presentations: A critical review.
International Journal of Applied Linguistics and English Literature, 7(1), 152-162.
http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.152
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Read the following extract on student models and academic achievement from Zawacki-Richter et al.,
(2019) and note how empirical studies are cited effectively.
Student models and academic achievement

Many more studies are concerned with profiling students and modelling learning behaviour to
predict their academic achievements at the course level. Hussain et al. (2018) applied several
machine learning algorithms to analyse student behavioural data from the virtual learning
environment at the Open University UK, in order to predict student engagement, which is of
particular importance at a large scale distance teaching university, where it is not possible to engage
the majority of students in face-to-face sessions. The authors aim to develop an intelligent predictive
system that enables instructors to automatically identify low-engaged students and then to make an
intervention. Spikol, Ruffaldi, Dabisias, and Cukurova (2018) used face and hand tracking in
workshops with engineering students to estimate success in project-based learning. They concluded
that results generated from multi- modal data can be used to inform teachers about key features of
project-based learning activities. Blikstein et al. (2014) investigated patterns of how undergraduate
students learn computer programming, based on over 150,000 code transcripts that the students
created in software development projects. They found that their model, based on the process of
programming, had better predictive power than the midterm grades. Another example is the study
of Babić (2017), who developed a model to predict student academic motivation based on their
behaviour in an online learning environment.
This paragraph begins with a topic sentence that provides an overview of the studies to be reviewed
(i.e. focusing on studies concerning how profiling students and modelling learning behaviour can
predict academic achievements at the course level). This is followed by information about four studies.
The first three studies are presented in a similar manner: one sentence introducing the study followed
by another sentence offering more information about the purpose or the findings of the study. The
paragraph ends with information about the fourth study reviewed.
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Typology of rhetorical functions of citations
We cite for a variety of purposes. Besides knowing the rules of presenting research evidence, students
also need to be familiar with different citation purposes. Bojana Petrić, a British scholar on English for
academic purposes, developed a typology of rhetorical functions for citation practices based on the
analysis of high-quality and low-quality master theses and found that citations serving certain purposes
are more frequently found in higher-rated student essays. To write a literature review of a higher
quality, you are encouraged to cite studies to achieve a wider variety of purposes.
Source: Petrić, B. (2007). Rhetorical functions of citations in high-and low-rated master's theses. Journal of English for
Academic Purposes, 6(3), 238-253.
Citation purpose
and percentages
found in high- Definitions Realisation
quality vs. low-
quality essays
Attribution attribute information or

realised as a summary/paraphrase or quotation.
(79% vs. 92%) activity to an author
Example According to feminist film critic Laura Mulvey's (1975) analysis of the gaze, in binary looking
relations men tend to assume the active role of a looking subject while women tend to be passive objects
to be looked at, which in turn supports and symbolises the patriarchal power relations between the sexes.
provide information on
Exemplification illustrated as a general statement with a specific
the source(s) illustrating
(3% vs. 2%) example
the writer's statement.
Example Different adaptive methods are: adaptive ordering, link hiding, link removal, and adaptive link
annotation. Examples of these systems are: MLTutor (Smith & Blandford, 2003), MAS–PLANG (Peña et
al., 2002), KBS‐Hyperbook (Henze & Nejdl, 2001) and ELM–ART (Brusilovsky, Schwarz, & Weber, 1996).
Source: Schiaffino (2008) https://bit.ly/eteacher2008
Further reference provide further

in parentheses or a footnote and preceded by “see”
(1% vs. 1%) information on the issue
Example As regards the problem of student modelling, many works in the two areas discussed above
have addressed it (see (Brusilovsky & Peylo, 2003) for a review). These works can be categorised
according to different characteristics, such as the content of the student model, the type of student being
modelled, how the student model is updated, what the model is used for, among others.
Source: Schiaffino (2008) https://bit.ly/eteacher2008
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state what works are
Statement of use the writer's authorial decisions that are in the
used in the thesis and
(4% vs. 1%) foreground
why
Example In further analysis I will rely on Rosemary Henessy's (1998) theorisation of how queer visibility
can be appropriated for commodity purposes.
make connections
Application use the arguments, concepts, terminology or
between the cited and
(7% vs. 2%) procedures from the cited work
the writer's work
Example Having been in contact with high school life and students gave me a tacit or inarticulate
knowledge that helps formulate interview questions in the language of the interviewee now that I
became a “retrospective researcher” (Reinhartz, 1992, p. 27).
the use of evaluative

Evaluation language ranging from
clauses expressing evaluation
(6% vs. 1%) individual words (e.g.
evaluative adverbs)
Example Although I consider this definition to be useful, I think that due to its general character, it does
not say much about the effects of gender in social and institutional relationships.
point to links, usually

Establishment of
comparison and
links between
contrast, between or indicate differences in existing views on a topic
sources
among different sources
(6% vs. 3%)
used
Example It is often mentioned in migration studies that the loss of the breadwinner role deteriorates
men's status within the family and community (Al‐Ali, 2002; Kibria, 1990; Matsuoka & Sorenson, 1999;
McSpadden, 1999).
Comparison of
indicate similarities or
one’s work with
differences between contribution needs to be differentiated from
those of other
one's own work and the previous work
authors
works of other authors
(2% vs. 2%)
Example As in the cases of classical patriarchy (Kandiyoti, 1988), also in a Chechen family the husband's
kin appropriates his wife's labour.
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Activity 3.3
In-text citations & rhetorical functions

Read the following extract with a number of in‐text citations and determine the rhetorical
functions/purposes of these citations based on the typology above.
An alternative strategy involves the use of corpus linguistic methods to identify and
explore recurrent patterns of expression that only become evident when considering
large volumes of discourse (Mautner, 2007; Stubbs & Gerbig, 1993). . . . . Mahlberg
(2007), for example, explores the phrasal patterns in which the term “sustainable
development” is used in the news media. [exemplification] Her analysis identifies eleven
different aspects of the term that are socially important enough to merit regular
discussion in the press, but which nevertheless embody diverse and often incompatible
sets of presuppositions and assumptions about the means and goals of the entire
process. [Evaluation] . . . . In related work, Piper (2000) examines the systematic
differences between the representation of “individuals” and “people” in educational
policy. [Establishment of links between sources] Although their real-world referents are
the same, these two terms are construed in characteristically different ways in a policy
discourse strongly influenced by neoliberal individualism.
The documents were converted to plain text, ignoring all visual information and layout
but retaining textual elements such as . . . . This list of terms was used to construct search
queries for the software tools employed in the analysis, the corpus toolkit AntConc
(Anthony, 2005) and the online Sketch Engine (Kilgarriff et al., 2004). [statement of use]
To investigate the textual behavior of each stakeholder, two main methods were
employed. . . . . Two collocation measures were computed: Pointwise Mutual Information
(PMI), which provides a good index of the strength of association between collocate and
node (i.e., whether the occurrence of a term is a good predictor of the occurrence of
another); and t-score, which indexes the overall likelihood of the collocation occurring
(see chapter 3.5 in Barnbrook et al., 2013, for details). [further reference]
PAGE | 147
Whether the environment is actually portrayed as a stakeholder in CSR strategy and
reporting is, of course, entirely independent of whether it should be so considered. As
Laine (2010, p. 77) points out, the issue is hard to decide on purely philosophical terms.
[Attribution]
Source: Lischinsky, A. (2014). What is the environment doing in my report? Analyzing the environment-as-
stakeholder thesis through corpus linguistics. Environmental Communication, 9(4), 539–559.
https://doi.org/10.1080/17524032.2014.967705
Examples of in-text citations Rhetorical functions
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Synthesising articles
A literature review is not merely descriptive but also must include a synthesis of previous studies. Most
often, studies will be reviewed and synthesised in the introduction, discussion or conclusion sections
of a paper. Sources should be integrated in order to identify similarities and differences and show how
perspectives, findings or discussions fit together. The activities in Unit 2 should be able to prepare you
for working on the following activity.
Activity 3.4
Identifying different instances of synthesis

Each of the paragraphs below has several instances of synthesis. Discuss how the published authors
synthesise the ideas and consider how you could re‐use their strategies when you write the Literature
Review.
The following paragraphs are all authentic extracts from journal papers on the topic of Google
Translate. The first one is given to you as an example.
Organ (2022)
Although numerous researchers have already explored student attitudes to the use of machine
translation in language learning, these studies have largely been case‐study or survey‐based and
have also been carried out in higher education settings. Case studies including those by Garcia and
Pena (2011), Groves and Mundt (2015), and Kol et al. (2018) have explored how FOMT can be used
by university students of English to improve their writing. Among others, Bower (2010), Korosec
(2011), Kumar (2012), Clifford et al. (2013a, 2013b), Sukkhwan (2014), Groves and Mundt (2015),
Jolley and Maimone (2015), Farzi (2016), Alhaisoni and Alhaysony (2017) and Maulidiyah (2018)
have carried out surveys of FOMT usage by university students studying European languages
(including English) at institutions outside the UK, while Somers et al. (2006) and Nino (2009)
carried out research involving students of modern foreign languages (MFL) in the UK. This is the
first study of school‐aged UK students’ own FOMT usage (as opposed to tasks given to them), as
evidenced by the fact that the majority of the posts relevant to this study concerned GCSEs, with a
smaller number from A level students. In the UK, GCSEs are largely taken at the end of year 11
(when students are approximately 16 years of age), and A levels at the end of year 13, (18 years of
age).
Source: Organ, A. (2022). Attitudes to the use of Google Translate for L2 production: Analysis of chatroom discussions
among UK secondary school students. The Language Learning Journal, 1–16.
https://doi.org/10.1080/09571736.2021.2023896
PAGE | 149
Discussion
(1) Although numerous researchers have already explored student attitudes to the use of machine
translation in language learning, these studies have largely been case‐study or survey‐based and
have also been carried out in higher education settings.
The first sentence serves as the topic sentence that summarises the next two sentences
where the specific studies are reviewed. While there are no in‐text citations in this sentence,
the author refers to the researchers and their studies that will be further reviewed.
(2) Case studies including those by Garcia and Pena (2011), Groves and Mundt (2015), and Kol et al.
(2018) have explored how FOMT can be used by university students of English to improve their
writing.
In the second sentence, a set of similar case studies are reviewed together. To do so, it is
essential to identify multiple studies that shared the same methodogical approaches and
research objectives.
(3) Among others, Bower (2010), Korosec (2011), Kumar (2012), Clifford et al. (2013a, 2013b),
Sukkhwan (2014), Groves and Mundt (2015), Jolley and Maimone (2015), Farzi (2016), Alhaisoni
and Alhaysony (2017) and Maulidiyah (2018) have carried out surveys of FOMT usage by university
students studying European languages (including English) at institutions outside the UK, while
Somers et al. (2006) and Nino (2009) carried out research involving students of modern foreign
languages (MFL) in the UK.
In the third sentence, the author lists a set of studies that adopt one approach (survey) to
study non‐UK students and are contrasted with two other studies focusing on UK students.
It is useful to group studies based on the identities of research participants.
(4) This is the first study of school‐aged UK students’ own FOMT usage (as opposed to tasks given to
them), as evidenced by the fact that the majority of the posts relevant to this study concerned
GCSEs, with a smaller number from A level students. In the UK, GCSEs are largely taken at the end of
year 11 (when students are approximately 16 years of age), and A levels at the end of year 13, (18
years of age).
The last sentence serves the purpose of the literature review which is to highlight the novelty
of the present study, i.e. investigating a different group of UK students and their FOMT usage.
Although there is no need to conduct a novel research study for this course, it is important to
keep in mind that identifying a gap in the literature to justify a present study is a common
reason for reviewing literature.
PAGE | 150
Rowe (2022)
Digital translation tools, such as Google Translate or online bilingual dictionaries, are widely
available and easily accessible in classrooms with internet access. A small, emerging body of
research examines how teachers and students use such tools as they translate both orally and in
text. For instance, Lake and Beisly (2019) suggest that digital translation tools can be used by
teachers to connect with emergent bilingual students, by facilitating communication when the
teacher does not share all of the language resources of a student. Similarly, Hansen‐Thomas et
al. (2021) describe how monolingual teachers used Google Translate to design lesson plans that
included the use of multiple languages. Students who were emerging users of a language have also
been documented using Google Translate as a tool to communicate with their teachers
(Prince, 2017) or peers (Hell et al., 2021). In addition to facilitating communication, several scholars
suggest that digital translation tools can support emergent bilingual students' English vocabulary
acquisition by providing in‐the‐moment translation support (Dalton & Grisham, 2011; Liu et
al., 2014; Prince, 2017). Importantly, a few studies suggest that, when writing, students' use of
digital translation tools might also support their composing in multiple languages (Hell et al., 2021;
Rowe, 2020), although more research is needed describing how students use the tool in this way.
Source: Rowe, L. W. (2022). Google Translate and biliterate composing: Second‐graders’ use of digital translation tools to
support bilingual writing. TESOL Quarterly, 56(3), 883–906. https://doi.org/10.1002/tesq.3143
Discussion
(S1‐2) Digital translation tools, such as Google Translate or online bilingual dictionaries, are widely
available and easily accessible in classrooms with internet access. A small, emerging body of
research examines how teachers and students use such tools as they translate both orally and in
text.
The first sentence refers to some background information about the tool followed by the
second sentence which summarises a body of literature to be reviewed in the rest of the
paragraph.
(S3‐4) For instance, Lake and Beisly (2019) suggest that digital translation tools can be used by
teachers to connect with emergent bilingual students, by facilitating communication when the
teacher does not share all of the language resources of a student. Similarly, Hansen‐Thomas et
al. (2021) describe how monolingual teachers used Google Translate to design lesson plans that
included the use of multiple languages.
The next two sentences provide two examples of studies on translation tools with the first
introduced using the phrase for instance to be linked to the second using similarly.
PAGE | 151
(S5‐6) Students who were emerging users of a language have also been documented using Google
Translate as a tool to communicate with their teachers (Prince, 2017) or peers (Hell et al., 2021). In
addition to facilitating communication, several scholars suggest that digital translation tools can
support emergent bilingual students' English vocabulary acquisition by providing in‐the‐moment
translation support (Dalton & Grisham, 2011; Liu et al., 2014; Prince, 2017).
The 5th sentence reports how students use the translation tools to communicate with
teachers and peers. Two studies are cited using information‐prominent in‐text citations. The
6th sentence refers to three studies on how the translation tools could support vocabulary
learning. At the beginning of the sentence, there is a reference to the previously cited studies
that begins with in addition to is referred to.
(S7) Importantly, a few studies suggest that, when writing, students' use of digital translation tools
might also support their composing in multiple languages (Hell et al., 2021; Rowe, 2020), although
more research is needed describing how students use the tool in this way.
This paragraph ends with a brief summary of another line of research focusing on how the
translation tools could support multilingual writing while recognising the need of further
studies.
PAGE | 152
Language features of a literature review
Rhetorical functions Sentence patterns
General comments on the ‐ Much of the current literature on X pays particular attention to
relevant literature …
‐ A large and growing body of literature has investigated …
‐ Different theories exist in the literature regarding …
Previous research: ‐ Over the past decade, most research on X has emphasised the
A historical perspective use of …
‐ It was not until the late 1960s that historians considered X
worthy of scholarly attention.
‐ For many years, this phenomenon was surprisingly neglected by
…
Previous research: ‐ Using this approach, researchers have been able to …

Methodological approaches ‐ Much of the X research has focused on identifying and
taken evaluating the …
‐ Publications that concentrate on X more frequently adopt a
historical or chronological approach …
Previous research: ‐ A great deal of previous research into X has focused on …

Area investigated ‐ A number of studies have begun to examine …
‐ Various studies have assessed the efficacy of …
Previous research: ‐ Several lines of evidence suggest that …

What has been established or ‐ Many recent studies (e.g. Smith, 2001; Jones, 2005) have shown
proposed that …
‐ There is a consensus among social scientists that … (e.g. Jones,
1987; Johnson, 1990; …
Stating what is currently known ‐ X, Y and Z appear to be closely linked (Smith, 2008).
about the topic ‐ X has been found to oppose the anti‐inflammatory actions of Y
on Z (Alourfi, 2004).
‐ A relationship exists between an individual’s working memory
and their ability to … (Jones, 2002).
PAGE | 153
Reference to a previous ‐ XXX investigated the differential impact of formal and non‐
investigation: formal education on …
Researcher prominent ‐ XXX demonstrated that when the maximum temperature is
exceeded …
‐ XXX analysed the data from 72 countries and concluded that …
Reference to a previous ‐ In the 1950s, Gunnar Myrdal pointed to some of the ways in
investigation: which …
Time prominent ‐ In 1859, the publication of X had a major impact on …
‐ Almost 20 years ago, Jones (1985) formulated his X theory,
centred around …
Reference to a previous ‐ A qualitative study by Smith (2003) described how …

investigation: ‐ A recent study by Smith and Jones (2012) involved …
Investigation prominent ‐ The study of the structural behaviour of X was first carried out
by Jones et al. (1986).
Reference to a previous ‐ To better understand the mechanisms of X and its effects, Jones
investigation: (2013) analysed the …
Topic prominent ‐ To determine the effects of X, Jones et al. (2005) compared …
‐ X formed the central focus of a study by Smith (2002) in which
the author found …
Reference to what other writers ‐ By drawing on the concept of X, Smith has been able to show
do in their text that …
‐ Other authors (see Harbison, 2003; Kaplan, 2004) question the
usefulness of such an approach
Reference to another writer's ‐ According to Smith (2003), preventative medicine is far more
idea or position cost effective, and therefore …
‐ Smith (2013) concludes that preventative medicine is far more
cost effective, and therefore better adapted to the developing
world.
‐ Smith (2013) proposes an explanatory theory for each type of
irrational belief.
Synthesising material: ‐ This view is supported by Jones (2000) who writes that …
Bringing sources together ‐ Unlike Smith, Jones (2013) argues that …
PAGE | 154
‐ While Smith (2008) focusses on X, Jones (2009) is more
concerned with …
Some ways of introducing ‐ Commenting on X, Smith (2003) argues, “… …”

quotations ‐ As Carnoy (2004: 215) states, “there are many good reasons to
be sceptical”.
‐ In the final part of the Theses on Feuerbach, Marx writes,
“Philosophers have hitherto only …”
Summarising the review or ‐ Overall, these studies highlight the need for …
parts of the review ‐ Taken together, these studies support the notion that …
‐ These studies clearly indicate that there is a relationship
between …
Source: Academic Phrase Bank https://www.phrasebank.manchester.ac.uk/referring-to-sources/
PAGE | 155
A sample literature review draft/outline with reference to the grading
rubrics
The effects of digital detox on stress levels
With the ubiquity of smartphones and widespread use of social media, concerns
have been raised on the harmful effects of excessive use of digital devices and the
time spent on social networking sites, e.g. the link between screen time and health
conditions, such as obesity (e.g. Twenge & Campbell, 2018) and depression (e.g.
Hunt et al., 2018). Digital detoxing, or taking a break from the internet or social
media for a varying amount of time, has been advocated as a solution to this The Literature
problem (see Radtke et al., 2021, for an overview). Yet scholars disagree on the Review draft
extent to which using social media may impact mental health with some finding should include
the positive relationships between the time spent on social networking and an introductory
mental health problems, e.g. level of depressive symptoms (e.g. Coyne et al., 2020), paragraph which
and others raising the possibility that people visit social media sites because of students may
their mental problems (Hartanto et al., 2021). Studies on the effectiveness of revise after
digital detox intervention also yield mixed results as the effects on well‐being meeting with the
could be positive or negative (e.g. Radtke et al., 2021). This literature review lecturer for
explores the studies on how digital detox interventions might alleviate mental consultation.
health problems triggered by social media and smartphone users alike, focusing
on the levels of stress experienced by those who practice digital detox and those
who do not. It is hoped that the findings of the review could contribute to the
discovery of the best practices of social media use, and also to the implementation
of an effective warning mechanism which could alert users to issues of potentially
grave consequences.
Plan for body paragraph 1
Most studies reviewed suggest that taking a break from the internet (or social A topic sentence
media) could reduce the levels of stress. needs to be given
for each
This paragraph focuses on studies reporting the positive correlation between paragraph. The
digital detox and low stress levels. A few studies will be covered: sources to be
- Anrijs et al. (2018): participants experienced significantly lower stress used and how
according to their skin conductance response rate during the week when they are relevant
PAGE | 156
their phones are offline compared to the week when they used social should also be
media freely. outlined clearly.
- Turel et al.’s (2018) study: taking a break from social media for a short
period of time (e.g. a week) can help reduce stress among the participants
though results are not statistically significant.
- Turel et al. (2018) study: support the impact of digital detox especially on
people who are addicted to social media although the results are not
significant.
Plan for body paragraph 2
On the other hand, there are other studies which obtained mixed results from A topic sentence
tackling the subject of digital detox. needs to be given
for each
This paragraph focuses on some studies which produced mixed results: paragraph. The
- Vally & D’Souza, 2019; Vanman et al., 2018: Although a break from sources to be
Facebook reduces stress as reflected on cortisol levels, the participants used and how
reported a drop in their subjective well‐being and an increase in negative they are relevant
effects along with loneliness should also be
- Possible explanation: Social connection is a fundamental need for human outlined clearly.
beings and is also likely to be the prime reason why people join social
media; thus, being randomly assigned to do digital detox may make many
experimental participants, who are unready to take such a break, become
less receptive to this kind of experience and undergo a sudden drop in
their own sense of well‐being.
Plan for body paragraph 3 (if any)
PAGE | 157
References
Anrijs, S., Bombeke, K., Durnez, W., Van Damme, K., Vanhaelewyn, B., Conradie, P.,
Smets, E., Cornelis, J., De Raedt, W., Ponnet, K., & De Marez, L. (2018).
MobileDNA: Relating physiological stress measurements to smartphone
usage to assess the effect of a digital detox. In C. Stephanidis (Ed.), HCI
International 2018 – Posters’ Extended Abstracts, 851, 356–363. Springer
International Publishing. https://doi.org/10.1007/978‐3‐319‐92279‐
9_48
Coyne, S. M., Rogers, A. A., Zurcher, J. D., Stockdale, L., & Booth, M. (2020). Does
time spent using social media impact mental health?: An eight year
longitudinal study. Computers in Human Behavior, 104, 106160.
https://doi.org/10.1016/j.chb.2019.106160
Hartanto, A., Quek, F. Y. X., Tng, G. Y. Q., & Yong, J. C. (2021). Does social media use
increase depressive symptoms? A reverse causation perspective. Frontiers
in Psychiatry, 12, 335. https://doi.org/10.3389/fpsyt.2021.641934
Martino, J., Pegg, J., & Frates, E. P. (2017). The connection prescription: Using the
power of social interactions and the deep desire for connectedness to
empower health and wellness. American Journal of Lifestyle Medicine,
11(6). https://doi.org/10.1177/1559827615608788
Radtke, T., Apel, T., Schenkel, K., Keller, J., & von Lindern, E. (2021). Digital detox:
An effective solution in the smartphone era? A systematic literature
review. Mobile Media & Communication, 10(2), 190–215.
https://doi.org/10.1177/20501579211028647
Turel, O., Cavagnaro, D. R., & Meshi, D. (2018). Short abstinence from online
social networking sites reduces perceived stress, especially in excessive
users. Psychiatry Research, 270, 947–953.
https://doi.org/10.1016/j.psychres.2018.11.017
Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and
lower psychological well‐being among children and adolescents: Evidence
from a population‐based study. Preventive Medicine Reports, 12, 271–283.
https://doi.org/10.1016/j.pmedr.2018.10.003
Vally, Z., & D’Souza, C. G. (2019). Abstinence from social media use, subjective
well‐being, stress, and loneliness. Perspectives in Psychiatric Care, 55(4),
752–759. https://doi.org/10.1111/ppc.12431
PAGE | 158
Vanman, E. J., Baker, R., & Tobin, S. J. (2018). The burden of online friends: The
effects of giving up Facebook on stress and well‐being. The Journal of
Social Psychology, 158(4), 496–508.
https://doi.org/10.1080/00224545.2018.1453467
PAGE | 159
Literature Review Draft (10%)
Marking Excellent Good Satisfactory Pass Fail
Criteria 15-14 marks 13-11 marks 10-8 marks 7 marks 6-0 marks
 A well‐structured  A structured introduction  The introduction contains  The introduction includes  The introduction does not
introduction is complete with relevant information an acceptable purpose an acceptable purpose allow readers to have a
with opening sentences to prepares readers for statement and a structure statement but it is clear idea of what the
give background subsequent paragraphs. outline presented in a incomplete (e.g. missing literature review is about,
information and establish logical order. Some more opening sentences, or the introduction is
the importance of the relevant background and/or structure outline). simply missing.
topic being examined, a information could be Information is not
Introduction clear scope of the review included for readers to presented in a structured
and a clear structure understand the way.
outline. significance of the topic.
 An engaging
introduction prepares
readers for body
paragraphs effectively.
Criteria 20-18 marks 17-15 marks 14-12 marks 11-10marks 9-0 marks
 Very effective use of topic  Effective use of topic  Adequate use of topic  Inadequate use of topic  Ineffective use of topic
sentences. They are sentences. Most topic sentences. Some of the sentences. Topic sentences. They are not
accurate, specific and can sentences are accurate and topic sentences are sentences are attempted relevant in addressing the
clearly address the address the purpose relevant but they may be but some are not clear, or topic, or topic sentences
purpose statement. They clearly. vague. are not relevant in are simply missing.
are also presented in a supporting the thesis or
logical order as indicated addressing the topic.
in the outline.
 Very effective plan of  Effective plan of relevant  Adequate plan of some  Few relevant points  Irrelevant points included.
Writing Plan/ relevant points included. points included. relevant points included. included
Research  Very clear transition of  Clear transition of  Some attempt of showing  Transitional phrases are  The links between
Evidence paragraphs/ideas. paragraphs/ideas. transition of attempted but they are paragraphs and ideas are
paragraphs/ideas. not clear. confusing and not clear.
 Effective use of 4‐8  Good use of 4‐8 relevant  Adequate use of 4‐8  Inadequate use of 4‐8  Ineffective use of 4‐8
relevant and credible and credible source texts relevant and credible source texts. Few source sources. They are not
source texts in addressing in addressing the purpose source texts in addressing texts are relevant and relevant or credible.
the purpose of the of the literature review. the purpose of the credible.
literature review. literature review.  Lack of relevant and
credible research
evidence.
PAGE | 160
Criteria 5-4.5 marks 4-3.5 marks 3 marks 2.5 marks 2-0 marks
 Sources are accurately  Sources are mostly  Sources are sometimes  Most sources are not  The reference list is
Format of cited in the reference list accurately cited in the accurately cited in the adequately cited in the inaccurate most of the
References using APA style. reference list using APA reference list using APA reference list using APA time or simply missing.
style. style. style. Sources are not cited at all.
The total marks you obtained from the marking scheme: 31 out of 40(12+14+5)
Your actual marks 7.75 out of 10% (total marks/4)
Grade: B+
PAGE | 161
A sample literature review (final version) with reference to the grading
rubrics
Read the following literature review and determine its effectiveness by answering the questions that
follow.
The effects of digital detox on stress levels
With the ubiquity of smartphones and widespread use of social media, concerns have been raised on
the harmful effects of excessive use of digital devices and the time spent on social networking sites,
e.g. the link between screen time and health conditions, such as obesity (e.g. Twenge & Campbell,
2018) and depression (e.g. Hunt et al., 2018). Digital detoxing, or taking a break from the internet or
social media for a varying amount of time, has been advocated as a solution to this problem (see
Radtke et al., 2021, for an overview). Yet scholars disagree on the extent to which using social media
may impact mental health with some finding the positive relationships between the time spent on
social networking and mental health problems, e.g. level of depressive symptoms (e.g. Coyne et al.,
2020), and others raising the possibility that people visit social media sites because of their mental
problems (Hartanto et al., 2021). Studies on the effectiveness of digital detox intervention also yield
mixed results as the effects on well‐being could be positive or negative (e.g. Radtke et al., 2021). This
literature review explores the studies on how digital detox interventions might alleviate mental
health problems triggered by social media and smartphone users alike, focusing on the levels of
stress experienced by those who practice digital detox and those who do not. It is hoped that the
findings of the review could contribute to the discovery of the best practices of social media use, and
also to the implementation of an effective warning mechanism which could alert users to issues of
potentially grave consequences.
Most studies reviewed suggest that taking a break from the internet (or social media) could reduce
the levels of stress. Developing a mobile phone app to collect data on participants’ smartphone usage
and measuring their stress levels through wearable devices, Anrijs et al. (2018) found that the
participants experienced significantly lower stress according to their skin conductance response rate
during the week when their phones were offline compared to the week when they used social media
freely. Turel et al.’s (2018) study, in which a group of participants was asked to abstain from using
Facebook for one week and compared their self‐reported stress levels with those of a control group,
also suggests that taking a break from social media for a short period of time (e.g. days or a week)
can help reduce the levels of stress among the participants; however, the result is not statistically
significant. The findings of Turel et al. (2018) further support the impact of digital detox especially
PAGE | 162
on people who are addicted to social media although the results are not significant either. It is
suggested that if heavy social networking sites users are encouraged to practise digital detox, they
can benefit more substantially in terms of stress reduction compared to typical users. It seems that a
period of disconnection from online platforms is likely to help improve the mental state of people
who suffer from stress due to online activities.
On the other hand, there are other studies which obtained mixed results from tackling the subject of
digital detox. While Vanman’s (2018) team asked one group of participants to stop using Facebook
and compared the cortisol levels of their saliva samples with those of the control group, researchers
of the 2019 study (Vally & D’Souza, 2019) asked one group of participants to delete social media apps
from their mobile phones and the control group to continue using the apps so their stress levels along
with levels of well‐being reported through questionnaires could be compared. Although a break from
Facebook reduces stress as reflected on cortisol levels, the participants reported a drop in their
subjective well‐being (Vally & D’Souza, 2019; Vanman et al., 2018) and an increase in negative effects
along with loneliness (Vally & D’Souza, 2019). Social connection is a fundamental need for human
beings and is also likely to be the prime reason why people join social media in the first place
(Martino et al., 2017); thus, being randomly assigned to do digital detox may make many
experimental participants, who are unready to take such a break, become less receptive to this kind
of experience and undergo a sudden drop in their own sense of well‐being.
In conclusion, stress decline to a varying extent from digital detox has been reported, yet here are
several withdrawal symptoms showing that digital detox might have their own negative effects on
social media users. Further analysis and study of digital detox and mental well‐being should be
conducted in order to provide social media users with more incentives and evidence to reduce digital
overuse and find a solution to alleviate active users’ dependence upon, or even addiction to, social
media, preventing the exacerbation of possible mental health issues.
Word count: 794

References
Anrijs, S., Bombeke, K., Durnez, W., Van Damme, K., Vanhaelewyn, B., Conradie, P., Smets, E., Cornelis,
J., De Raedt, W., Ponnet, K., & De Marez, L. (2018). MobileDNA: Relating physiological stress
measurements to smartphone usage to assess the effect of a digital detox. In C. Stephanidis
(Ed.), HCI International 2018 – Posters’ Extended Abstracts, 851, 356–363. Springer
International Publishing. https://doi.org/10.1007/978‐3‐319‐92279‐9_48
Coyne, S. M., Rogers, A. A., Zurcher, J. D., Stockdale, L., & Booth, M. (2020). Does time spent using
social media impact mental health?: An eight year longitudinal study. Computers in Human
PAGE | 163
Behavior, 104, 106160. https://doi.org/10.1016/j.chb.2019.106160
Hartanto, A., Quek, F. Y. X., Tng, G. Y. Q., & Yong, J. C. (2021). Does social media use increase
depressive symptoms? A reverse causation perspective. Frontiers in Psychiatry, 12, 335.
https://doi.org/10.3389/fpsyt.2021.641934
Martino, J., Pegg, J., & Frates, E. P. (2017). The connection prescription: Using the power of social
interactions and the deep desire for connectedness to empower health and wellness.
American Journal of Lifestyle Medicine, 11(6). https://doi.org/10.1177/1559827615608788
Radtke, T., Apel, T., Schenkel, K., Keller, J., & von Lindern, E. (2021). Digital detox: An effective
solution in the smartphone era? A systematic literature review. Mobile Media &
Communication, 10(2), 190–215. https://doi.org/10.1177/20501579211028647
Turel, O., Cavagnaro, D. R., & Meshi, D. (2018). Short abstinence from online social networking sites
reduces perceived stress, especially in excessive users. Psychiatry Research, 270, 947–953.
Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological
well‐being among children and adolescents: Evidence from a population‐based study.
Preventive Medicine Reports, 12, 271–283. https://doi.org/10.1016/j.pmedr.2018.10.003
Vally, Z., & D’Souza, C. G. (2019). Abstinence from social media use, subjective well‐being, stress, and
loneliness. Perspectives in Psychiatric Care, 55(4), 752–759.
https://doi.org/10.1111/ppc.12431
Vanman, E. J., Baker, R., & Tobin, S. J. (2018). The burden of online friends: The effects of giving up
Facebook on stress and well‐being. The Journal of Social Psychology, 158(4), 496–508.
https://doi.org/10.1080/00224545.2018.1453467
Your comments
Read the literature review and answer the following questions:

1. How do you find the introduction?
2. Do you have a better understanding of how digital detox reduces one’s stress levels after reading
the literature review? Why?
3. Are the topic sentences effective? In what way?
4. Are the references cited effectively to achieve the intended purposes?
PAGE | 164
Overall feedback:
A generally well‐written literature review with a clear purpose (i.e. it is hoped that….) and scope (i.e.
digital detox and mental health). The introduction is clear in giving background information, allowing
readers to understand the literature and the controversy involved (could be made more concise
though). Relevant studies are included and cited appropriately for readers to understand the
research/findings on the effectiveness of digital detox and why there might be mixed evidence. Yet
few studies are reviewed in the 2 body paragraphs and there could be more representative ones
covered to give readers a better idea of relevant findings in the literature. In reporting the findings,
the writer did a good job in reporting the methodology used so that we can make sense of the findings
more easily. Since Anrijs et al. (2018) was a pilot study involving only a few participants (i.e. 11), other
studies which report more representative data can be selected instead. Good to have a conclusion
summarising the literature and suggesting more studies for further investigation.
PAGE | 165
Final Literature Review (15%)
● Appropriate source texts ● Major works included and ● Some works included but ● Few works included and ● Major works omitted.
examined and covered in generally covered in not necessarily covered in not covered in adequate
depth. depth. adequate depth. depth.
● Clear understanding of ● Good understanding of ● Satisfactory ● Inadequate ● Misunderstanding of
the sources of original texts. understanding of original understanding of original original texts.
information selected. texts. texts.
● Effective use of credible ● Good use of credible ● Satisfactory use of ● Inadequate use of ● Ineffective use of research
research evidence (4‐8 research evidence (4‐8 research evidence (4‐8 research evidence (4‐8 evidence. Fewer than 4
sources) to achieve sources) to achieve sources) to achieve sources) to achieve source texts are used. The
Content different rhetorical different rhetorical different rhetorical different rhetorical relevance and details of
functions (e.g. attribution, functions. functions. functions. the research evidence
exemplification, further used are not clear.
reference, statement of
use, application,
evaluation, establishing
links between sources,
comparison of one’s own
findings or interpretation
with other sources).

● Very clear text structure. ● Clear text structure. ● Satisfactory text ● Unclear and confusing ● Very confusing text
Opening and closing of Opening and closing of structure. Opening and text structure with structure with
the literature review are the literature review are closing of the literature introduction and/or introduction and
very effective. effective. review are fairly effective. conclusion missing or conclusion missing.
being mixed up with
other parts.
Organisation
● Very logical and clear ● Logical and clear ● Sequencing may be ● Sequencing may be ● Sequencing is erratic and
sequencing of main ideas sequencing of main ideas mechanical, with occasionally erratic or illogical.
and supporting and supporting insufficient attention to illogical.
information within information within transitions between ideas
paragraphs. paragraphs. and paragraphs. Some
links may be confusing.
PAGE | 166
● A wide range of cohesive ● Cohesive devices are used ● Some cohesive devices • Limited cohesive devices • No cohesive devices
devices are used effectively. are used. are used. attempted.
effectively (e.g.
references, synonyms,
substitution and ellipsis).

Criteria 10-9 marks 8-7 marks 6 marks 5 marks 4-0 marks
● Excellent level of ● Good level of grammatical ● Satisfactory level of ● Low level of grammatical ● Extremely low level of
grammatical accuracy, accuracy, with occasional grammatical accuracy, but accuracy with many grammatical accuracy
with no or hardly any grammatical errors, but with some grammatical grammatical errors. with significant
grammatical errors. not impede errors. grammatical errors.
communication.
● Wide range of sentence ● Good range of mostly ● Satisfactory range of ● Limited range of sentence ● Very limited range of
structures including accurate complex sentence structures. structures. sentence structures.
complex ones. structures.
● Effective word choice and ● Wide range of word ● Satisfactory range of ● Limited range of word ● Very limited range of
usage with high degree of choice and usage with word choice and usage choice and usage with word choice and usage
sophistication and some precision. with some errors. Some errors which impede with errors that greatly
precision. impediment in communication. impede communication.
communication. Meaning
may be confusing in some
places.
Language Use ● *Excellent skills in ● *Good skills in ● *Some ability to ● *Limited ability to ● *Much copying from
paraphrasing, paraphrasing, paraphrase, summarise paraphrase, with quite a original texts with little or
summarising and summarising and and synthesise, as evident few sentences copied no attempt to paraphrase
synthesising ideas, as synthesising, as evident in in the citation table from original texts, as and summarise, as
evident in the citation the citation table submitted. evident in the citation evident in the citation
table submitted. submitted. table submitted. table submitted.
● Writes formally at all ● Writes formally most of ● Writes formally on some ● Writes in an informal way ● Writes in an informal way
times (e.g. does not use the time (e.g. does not use occasions (e.g. does not most of the time (e.g. uses at all times (e.g. uses
contractions, idioms, contractions, idioms, use contractions, idioms, contractions, idioms, contractions, idioms,
slang or personal slang or personal slang or personal slang or personal slang or personal
pronouns). pronouns). pronouns). pronouns). pronouns).
PAGE | 167
● Sources are always ● Sources are mostly ● Sources are sometimes ● Most sources are not ● Sources are not cited at
accurately cited in the accurately cited in the accurately cited in the adequately cited in the all in the text with the
text and accurately listed text and listed in the text and in the reference text and in the reference reference list missing or
in the reference list using reference list using APA list using APA style. list using APA style. inaccurate most of the
APA style. style. time.
In-text
Citations and
● *Excellent choice of in‐ ● *Satisfactory use of in‐ ● *Inadequate use of in‐text ● *Only relies on one type
References
text citation types to ● *Good choice of in‐text text citation types to citation types to achieve of in‐text citation when
achieve different citation types to achieve achieve different different purposes. there is a need for other
purposes. different purposes. purposes. types of in‐text citation to
achieve the intended
purposes.
● Excellent efforts of ● Good efforts of revising ● Adequate efforts of ● Some efforts of revising ● Limited or no efforts of
Efforts of revising the draft by the draft by following the revising the draft by the draft by following the revising the draft.
Revising the following the teacher’s teachers’ feedback. following the teacher’s teacher’s feedback.
Draft feedback. feedback.
Final Submission:
The total marks you obtained from the marking scheme: 45 out of 60 (11+11+9+8+6) Your actual marks 11.25 out of 15 (total marks/4)
Grade: B+
* You can use three types of in-text citation:

a) Integral (Author prominent): Verb controlling. The citation acts as the agent and controls a verb, in active or passive voice. For example, Kennedy et al.
(2005) reported that parents who reject compulsory vaccination often feel that vaccines are not needed for their children and that their children can
overcome infections without the aid of vaccines.
b) Integral (Author prominent): Naming. In naming citations, the citation is a noun phrase or a part of a noun phrase. For example, as indicated by/according
to Kennedy et al. (2005), parents who reject compulsory vaccination often feel that vaccines are not needed for their children and that their children can
overcome infections without the aid of vaccines.
c) Non-integral (Information prominent): Cite the author’s name after the information or at the end of the sentence. For example, parents who reject
compulsory vaccination often feel that vaccines are not needed for their children and that their children can overcome infections without the aid of
vaccines. (Kennedy et al., 2005)
* You need to:
submit a citation table (a) demonstrating your understanding of citing sources effectively, and (b) your paraphrasing, summarising and synthesising skills.
Please refer to Unit 3 for details. Failing to submit the table together with the literature review assignment may will incur a mark penalty.
PAGE | 168
A citation table
Students are required to select 5 excerpts (in the form of a table) to demonstrate their understanding of the original sources and their competence to
present relevant ideas/findings effectively in achieving the intended purposes. The original sources should be outlined specifically as shown in the
following example.
Example: A literature review on the effects of digital detox on stress levels
Original sources Parts paraphrased/synthesised in the Intended purposes

literature review
Coyne, S. M., Rogers, A. A., Zurcher, J. D., Stockdale, L., & Yet scholars disagree on the extent to which This is put in the introduction to help
Booth, M. (2020). Does time spent using social media using social media may impact mental health readers understand the overall picture
impact mental health?: An eight year longitudinal with some finding the positive relationships (i.e. there are studies reporting that
study. Computers in Human Behavior, 104, 106160. between the time spent on social networking digital detox can help but others not).
https://doi.org/10.1016/j.chb.2019.106160 and mental health problems, e.g. level of Details will be given in the body
Hartanto, A., Quek, F. Y. X., Tng, G. Y. Q., & Yong, J. C. depressive symptoms (Coyne et al., 2020), and paragraphs.
(2021).Does social media use increase depressive symp others raising the possibility that people visit
toms? A reverse causation perspective. Frontiers in social media sites because of their mental
Psychiatry, 12, 335. problems (Hartanto et al., 2021)
Turel, O., Cavagnaro, D. R., & Meshi, D. (2018). Short Turel et al.’s (2018) study, in which a group of This is a summary of Turel et al.’s (2018)
abstinence from online social networking sites reduces participants was asked to abstain from using study concerning the methodology and
perceived stress, especially in excessive
users. Psychiatry Research, 270, 947–953. Facebook for one week and compared their relevant findings. This is used to
https://doi.org/10.1016/j.psychres.2018.11.017 self‐reported stress levels with a control demonstrate how digital detox can help
group, also suggests that taking a break from reduce one’s stress levels. The results
Method: pp. 948 Section 2.2
social media for a short period of time (e.g. a are similar to Anrijs et al. (2018).
Findings: pp. 949‐950 Section 3
week) can help reduce stress among the
participants; yet the result is not statistically
significant.
PAGE | 169
“Our findings suggest that if people with strong SNS It is suggested that if heavy social networking This is a relevant and specific suggestion
addiction‐like symptomology can be convinced to sites users are encouraged to practice digital made by the researcher based on the
abstain from social media use (e.g., by parents, teachers, detox, they can benefit more substantially in findings that digital detox can reduce
or therapists), they may have much to benefit in terms terms of stress reduction compared to typical one’s stress levels. This is included in the
of stress reduction” (pp. 951, Section 4, third users (Turel et al., 2018). first body paragraph for illustration.
paragraph)
Vally, Z., & D’Souza, C. G. (2019). Abstinence from social On the other hand, both Vanman et al. (2018) This is the theme of another body
media use, subjective well‐being, stress, and and Vally and D’Souza (2019) obtain a mixed paragraph reporting opposite findings
loneliness. Perspectives in Psychiatric Care, 55(4), 752– result on this issue through their studies on (i.e. digital detox does not seem to help
759. https://doi.org/10.1111/ppc.12431 participants who experimented with digital reduce one’s stress levels). The
detox. paragraph focuses on these studies for
Vanman, E. J., Baker, R., & Tobin, S. J. (2018). The burden illustration.
of online friends: The effects of giving up Facebook on
stress and well‐being. The Journal of Social
Psychology, 158(4), 496–508.
https://doi.org/10.1080/00224545.2018.1453467
Vally, Z., & D’Souza, C. G. (2019). Abstinence from social Although a break from Facebook reduces The findings of these studies show that
media use, subjective well‐being, stress, and stress as reflected on cortisol levels, the digital detox brings negative effects
loneliness. Perspectives in Psychiatric Care, 55(4), 752– participants reported a drop in instead.
759. https://doi.org/10.1111/ppc.12431 their subjective well‐being (Vally & D’Souza,
2019; Vanman et al., 2018) and an increase in
Vanman, E. J., Baker, R., & Tobin, S. J. (2018). The burden negative effects along with loneliness (Vally &
of online friends: The effects of giving up Facebook on D’Souza, 2019).
stress and well‐being. The Journal of Social
Psychology, 158(4), 496–508.
https://doi.org/10.1080/00224545.2018.1453467
PAGE | 170
Language features: hedging
In University English 1, you were introduced to the techniques of hedging to reduce the degree of
certainty in academic writing. When writing a literature review, you may also need to use hedging to
soften your claims.
Hedges “imply then that the writer is less than fully committed to the certainty of the
referential information given….. academic writing involves epistemic modality” (Hyland,
1994, p. 240)
Getkham (2011) defined hedging as one mechanism whose main function is managing
the tone, attitude, and information within spoken or written discourse.
Why is hedging needed in academic writing?
“Hedges are linguistic devices like ‘perhaps’, ‘I guess’ speakers employ to reduce the
degree of liability or responsibility they might face in expressing the ideational material”
(Mukheef, 2012, p. 754).
Hyland (2009) indicates that “hedges imply that a claim is based on

plausible reasoning rather than certain knowledge and so both indicate the degree
of conﬁdence it might be wise to attribute to a claim while allowing writers to open
a discursive space for readers to dispute interpretations” (Hyland, 2009, p. 75)
Hyland (2005, p. 80) states that “hedges are devices like might and perhaps, that
indicate the writer’s decision to withhold complete commitment to proposition,
allowing information to be presented as opinion rather than accredited facts”.
PAGE | 171
Hyland (1996) categorised hedges into four groups, explaining how to achieve hedging in academic
writing.
1. Writer-oriented hedges
• It is referring to the relationship between a claim and a writer.
• It is an attribution to other sources and impersonal expressions to withdraw personal
commitment from propositional truth (Hyland, 1996).
• This could be realised by
(i) impersonal subjects with epistemic speculative verbs (e.g. this chapter/this section
will);
(ii) passive;
(iii) hedging strategies such as reference to a wider body of knowledge through the use of
non‐integral citations and;
(iv) reference to information presented earlier in the articles.
e.g. Clearly, vocabulary teaching itself is only one of the “four strands” language courses
should include… (Nation, 2008).
More examples:
- This again can be discussed in relation to the threshold hypothesis…
- As evidenced in Table 1, there is frequent use of the hesitation marker ‘uh’.
- The following sections will discuss the findings in light of the previous research and suggest
potential future revenues for language pedagogy and policy.
2. Attribute-oriented hedges
• It is used by writers to express claims with precision by keeping interpretations and
deductions close to findings.
• It is neither used to reduce their certainty nor withhold commitment but to present claims
with precision.
(i) adverbs (degree of precision such as somewhat or partially);
(ii) style disjuncts (e.g. generally), and;
(iii) the use of qualification.
e.g. Generally, hard sciences have the label of reliability because they seem to be involved
with objective, empirically verifiable knowledge.
PAGE | 172
More examples:
- The data we draw on in this study (7 questionnaire items) are somewhat limited.
- Considering the content and structure of the course, a number of factors are likely to have
aided.
- The response of the assembly of PSII proteins to be the solute environment is unique in some
ways, but quite normal and predictable in others.
3. Reliability-oriented hedges
• It is used to indicate the writer’s confidence in the truth of a proposition.
(i) modal verbs (e.g. may);
(ii) adverbs of certainty (e.g. likely) which weaken the force of an attribute and;
(iii) evidential verbs (seems).
e.g. Undergraduate students are likely to pay more attention to tutor feedback on their own
writing than to ....
More examples:
- Our study seems to support the notion that ...
- One may criticise that the listing has undergone various stages of filtering ...
4. Reader-oriented hedges
• It is employed to mark claims as provisional and give room for the readers to involve in a
dialogue.
(i) first‐person pronouns (e.g. we);
(ii) adverbs/sentence modifiers (e.g. Arguably) and;
(iii) the hypothetical conditionals (e.g. if) and contrastive connectors (e.g. however).
e.g. This holds true even if we take into account the omitted interactions.
More examples:
- Arguably, the interactional markers are not equally distributed.
- A word of caution is, however, due here since the explicit teaching of rhetoric and
composition is rather uncommon in many non‐Anglophone contexts.
PAGE | 173
- English native speakers are also only an option if they hold a degree in the subject they need
to teach.
Source: Hyland, K. (1996). Writing without conviction? Hedging in science research articles. Applied Linguistics, 17(4), 433-454.
Hedging devices introduced by Salager-Meyer (1997)

1. Model Auxiliary Verbs – e.g. may, might, can, could, would, should
2. Model Lexical Verbs – e.g. seem, appear, believe, suggest, assume, indicate
3. Adjectival, adverbial and nominal modal phrases
(i) adjectival model phrases – e.g. possible, probable, un/likely
(ii) adverbial model phrases – e.g. perhaps, possibly, probably, likely, presumably
(iii) nominal model phrases – e.g. assumption, claim, possibility, estimate
4. Approximators of degree, frequency, quantity and time – e.g. approximately, roughly, about,
often, occasionally, generally, usually, somewhat, somehow
5. Introductory phrases – e.g. I believe, I think, I feel, to our knowledge, in my opinion
6. ‘If’ clauses – e.g. “if true…” and “if anything…”
Compound hedges (combine two or more hedges) – e.g. “it would seem somewhat unlikely”
Source: Salager-Meyer, F. (1997). I think that perhaps you should: A study of hedges in written scientific discourse. Functional
Approaches to Written Text: Classroom Applications, 1, 127-143.
Further readings:
Afshar, H. S., & Bagherieh, M. (2014). The use of hedging devices in English and Persian abstracts of
Persian literature and civil engineering MA/MS theses of Iranian writers. Procedia - Social and
Behavioral Sciences, 98, 1820–1827. https://doi.org/10.1016/j.sbspro.2014.03.611
Kim, L. C., & Lim, J. M. H. (2015). Hedging in academic writing - A pedagogically-motivated qualitative
study. Procedia - Social and Behavioral Sciences, 197, 600–
607. https://doi.org/10.1016/j.sbspro.2015.07.200
Rezanejad, A., Lari, Z., & Mosalli, Z. (2015). A cross-cultural analysis of the use of hedging devices in
scientific research articles. Journal of Language Teaching and Research, 6(6),
1384. https://doi.org/10.17507/jltr.0606.29
Weisi, H., & Asakereh, A. (2020). Hedging devices in applied linguistics research papers: Do gender
and nativeness matter? Glottotheory, 12(1), 71–83. https://doi.org/10.1515/glot-2020-2013
PAGE | 174
After reviewing relevant studies in the literature on a particular topic, you may want to conclude by
summarising the literature about the topic or suggesting what future studies can be conducted for a
better understanding of the topic. You may consider using hedging devices to soften your claims in
doing so. One strategy of being cautious is to use ‘hedging’ or language that is not direct, such as modal
verbs (could, may, might), adverbs (probably, likely), adjectives (possible) and nouns (assumption).
Activity 3.5
Describing hedging strategies used in statements

Indicate whether the following sentences have used hedging devices and underline the hedging
devices used.
Hedging devices
used?
(Yes/No)
1. These examples appear to give an honest portrayal of the Yes
psychological impact of childhood trauma.
2. The results of this research are in line with Bachman’s theory on No
psychological trauma in adolescents, thereby disproving Lendl’s
theory. Hence, we should not apply Lendl’s theory in the context of
Hong Kong for the foreseeable future.
3. The result seems to be related to children’s behavioural Yes
characteristics such as hyperactivity and conduct problems.
4. Family support appears to improve the internality of parental focus Yes
of control which, as a result, leads to reduction or parental stress.
5. There is a strong likelihood that the students of Hong Kong fail to Yes
live up to their parents’ expectations.
6. The results indicate that the outcome of treatment may not be Yes
favourable because they seek help out of desperation which may in
turn lead to discontinuation of treatment.
PAGE | 175
Activity 3.6
Revise the passage using hedging

The language of the following passage does not conform to the academic style. Its lack of caution
gives an impression of simplicity and ignorance. Revise the passage by applying hedging techniques
where appropriate.
A team of American scientists have found a way to reverse the ageing process. They fed diet
supplements, found in health food shops, to elderly rats, which were then tested for memory
and stamina. The animals displayed more active behaviour after taking the supplements,
and their memory improved. In addition, their appearance became more youthful and their
appetite increased.
The researchers say that this experiment is a clear indication of how the problems of old age
can be overcome. They state that in a few years’ time everyone will be able to look forward
to a long and active retirement.
Source: Bailey, S (2011). Academic writing: A handbook for international students. (3rd ed.). Routledge.
Your answer:
A team of American scientists may have found a way to reverse the ageing process. They fed diet
supplements, found in health food shops, to elderly rats, which were then tested for memory and
stamina. The animals tended to display more active behaviour after taking the supplements, and
their memory seemed improved. In addition, their appearance appeared more youthful and their
appetite increased.
The researchers say that this experiment may indicate how the problems of old age can be
overcome. They state that in a few years’ time everyone may be able to look forward to a long and
active retirement.
PAGE | 176
Verb tenses in a literature review
Use verb tenses strategically in your literature review. Study the table below to have a good idea of
when to use one of the three main tenses commonly employed in literature reviews.
When… Tense Purpose Example

To view the definition The term…is often
Giving a definition Present
as a permanent fact. defined as…
To emphasise the effect
The term…has been
Present perfect up to the moment of
defined as…
the writing.
To regard other
Referring to what has
authors’ ideas as a fact Jackson (2006) claims
been said in an in‐text Present
that stays the same that …
citation
over time.
To regard other
Byram (2003) argued
Past authors’ ideas as a past
that…
event.
Referring to what has To describe a complete Lee et al. (2005)
been done in an in‐text Past action that happened conducted a similar
citation in the past. survey showing…
... represents a
Referring to a current To describe what is
Present significant
debate or issue going on currently.
breakthrough in…
To describe what was
Referring to a debate
previously discussed …has long been a key
or issue that has a Present perfect
and is still ongoing to issue for many…
lasting effect
the moment of writing.
PAGE | 177
Differences between Academic English and General English
Activity 3.7
Video Clip – 12 common errors in Academic English

Watch the YouTube video clip “12 Common Errors in Academic English – and how to fix them” and
complete the following activity.
https://www.youtube.com/watch?v=mZQgd2sPxpk (Duration: 8 minutes)
1. What are the differences between academic English and general English?
Academic English is more formal, objective and uses a lot of referencing/citing.
2. In academic English or formal writing, we should avoid using the following:
a. Contractions (e.g. use ‘cannot’ instead of ‘can’t’)
b. Phrasal verbs (e.g. use ‘increase’ instead of ‘go up’)
c. Idioms (e.g. use ‘excellent’ instead of ‘A1’)
d. Slang (e.g. use ‘children’ instead of ‘kids’)
(e.g. use ‘the graph shows’ instead of ‘you can see from
e. First and second person
the graph’)
f. Negatives (e.g. use ‘ineffective’ instead of ‘not effective’)
g. Cliché s (use ‘in conclusion’ instead of ‘when all is said and done’)
h. Punctuation (use the correct style)
i. Vague language (use ‘a considerable amount of’ instead of ‘a lot of’)
j. Simple language (e.g. use ‘a major distinction’ instead of ‘a big difference’)
k. Personal Opinion (e.g. use ‘according to…’ instead of ‘I think’)
PAGE | 178
Academic style language/formal language
An academic style/tone is essential in academic writing, and needs to be accurate, formal/
impersonal and objective.
What makes a piece of writing academic?

A. Verbs
Use one-part verbs instead of phrasal verbs/prepositional verbs.
Less formal style Academic style
According to some biologists, coming up with According to some biologists, offering clear proof
clear proof of the decreasing numbers of frogs of the decreasing numbers of frogs has been
has been difficult. difficult.
B. Nouns and other parts of speech

There are nouns and phrases which are vague and informal too. They should also be avoided in
writing.
Less formal style Academic style
Really important An integral part of
Just about Nearly
A lot of Considerable
Got Obtained
Getting bigger and bigger Increasing
C. Grammar
1. Avoid Contractions
e.g. Export figures won’t improve until the economy is stronger.
Export figures will not improve until the economy is stronger.
2. Use formal negative forms

Use formal negative forms instead of less formal ones.
Less formal More formal
Not…any No
The analysis didn’t yield any new results. The analysis yielded no new results.
Not…much Little
The government didn’t allocate much funding The government allocated little funding for the
for the programme. programme.
PAGE | 179
Not…many Few
This problem doesn’t have many viable This problem has few viable solutions.
solutions.
D. Avoid “run-on” expressions, such as and so forth and etc.
Do not Use Use

These semi‐conductors can be used in These semi‐conductors can be used in robots, CD players
robots, CD players, etc. and other electronic devices.
E. Avoid first person pronouns (i.e. I, we) and second person pronoun (i.e. you)
Do not Use Use

You can see the results in Table 1. The results can be seen in Table 1.
As everyone knows... As we all know… This paper will discuss/focus on…
I would like to discuss….I am going to It should be emphasised that…/It will be argued that…
talk about…
As I mentioned before… As stated before…
In my opinion, It is posited that/It is argued that…
F. Place adverbs near the verb
Less formal More formal

Actually, very little is known about the Very little is actually known about the general nature of
general nature of scientific dishonesty. scientific dishonesty.
This model was developed by Krugman This model was originally developed by Krugman (1979).
(1979) originally.
G. Avoid sweeping generalisations
Incorrect Correct
Every student at our university wants Roughly half of the students at our university want to
to participate in an exchange participate in an exchange programme.
programme.
PAGE | 180
All of the courses offered are boring. Some of the courses offered can often be boring.
People never exercise regularly. Some people may not exercise regularly.
H. Avoid clichés (a cliché is an idea or expression that is overused and unoriginal)
Cliché expressions Alternative

Nowadays in this age/in the present day/presently/currently
last but not least in conclusion
in a nutshell to summarise
Hong Kong is an international city. Hong Kong is a cosmopolitan city.
As we all know,.. It is common knowledge that…/It has been established
that…
________________is a hot topic nowadays. __________________is a subject of much debate in today’s
world.
I. Avoid abbreviations
Abbreviations Alternative
BTW By The Way
FYI For Your Information
IMHO In My Humble/Honest Opinion
RSN Real Soon Now
TIA Thanks In Advance
J. Nominalisation
Nominalisation is the process of converting verb phrases, adjectives or clauses to noun phrases (NP).
The strategy is effective in increasing the formality and impersonality of the language.
Nominalisation Techniques
1. Change active verbs into nouns.
▪ ‘‐tion’/ ‘‐ment’ / ‘‐ty’ / …
▪ ‘‐ing’ (gerund)
▪ Other noun forms
2. Some adjectives can also be changed into nouns.
e.g. unequal ‐> inequality
PAGE | 181
3. Use the structure of:
▪ The (Adj) N of N (The unequal distribution of resources)
▪ The (Adj)N to (The full ability to)
▪ The/A (Adj) N in (A marked increase in)
Examples:
1. I handed in my work late because my kids got sick.
Step 1 : Replace informal words
▪ I submitted my work late because my children were ill.
Step 2 : Apply nominalisation
▪ Submit (v) ‐> submission (NP)
▪ My children were ill ‐> my children’s illness (NP)
 My children’s illness led to the late submission of my work.
2. Because the jobs are more complex, programmes to train staff will take longer.
Step 1 : Replace informal words
▪ Take longer => increase the duration
▪ Because… => Since
Step 2 : Apply nominalisation
▪ complex => complexity (NP)
▪ Programmes to train staff => training (NP)
 The duration of the training will increase with the complexity of the jobs.
K. Using cautious language

Academic writers need to be cautious about the claims made. Over-generalisation and exaggeration
give an impression of simplicity and ignorance.
Cautious Language
Examples:
Over‐generalisation/inaccuracy: Poor education leads to crime.
➔ 1. Poor education may lead to crime. (modal verb)

2. Poor education often leads to crime. (adverb)
3. Poor education tends to lead to crime. (verb/phrase)
4. There is a tendency for poor education to lead to crime.
PAGE | 182
L. Avoiding redundancy
Redundancy or wordliness is a common problem in academic writing, weakening the accuracy, clarity
and conviction of a sentence.
Avoiding redundancy
Examples:
Poor : Homelessness is a global problem in the whole world.
Good : Homelessness is a global problem.
Poor : In my personal opinion, we must listen to and think over in a careful manner each
and every suggestion that is offered to us.
Good : We must consider each suggestion carefully.
Even better : The suggestions deserve careful considerations.
▪ Redundant pairs (same meaning)

e.g. each and every = each
▪ Other examples: full and complete, true and accurate, first and foremost, basic and
fundamental, questions and problems…
▪ Redundant modifiers (adjectives/adverbs)

e.g. vitally important = important
▪ Other examples: (completely) finish, (past) memories, each (individual), (basic)

fundamentals, (future) plans, (personal) beliefs, consensus (of opinion), (final) outcome…
▪ Excessive detail
e.g. suggestion that is offered to us = suggestion
(As suggestion is by definition something offered to others.)
▪ Meaningless modifiers
e.g. really
▪ Other examples: kind of, really, basically, actually, generally, certain, particular…
(These modifiers are verbal tics/fillers, but not for concise writing.)
PAGE | 183
Activity 3.8
Rewriting sentences in a more academic style

In teams, rewrite the following sentences in a more academic/ formal style.
1. I will first talk about the two arguments for the provision of free healthcare.
e.g. The two arguments for the provision of free healthcare will be discussed.
2. This argument is bad.

This argument is not valid/unjustified/untenable/unsubstantiated.
3. Some research proves that with better health, people can live a longer life.
Some research suggests that with better health, people can live a longer life.
4. I looked at the reasons leading to the rise in drug addiction among teenagers in Hong Kong.
This essay examines the reasons leading to the rise in drug addiction among teenagers in Hong
Kong.
5. The issue of mandatory retirement is a hot topic nowadays.

The issue of mandatory retirement has been a subject of immense/considerable discussion
recently.
6. I will explain the seriousness of the drug addiction problem.

This essay will discuss/outline the seriousness of the drug addiction problem.
7. Many people will commit crimes if they are given the opportunity to do so.
Some people are likely to commit crimes if they are given the opportunity to do so.
8. You can clearly see that this argument is fallacious.

It can be seen that this argument is fallacious.
9. Students come across difficulties in adapting to university life.

Students encounter difficulties in adapting to university life.
10. I think reality TV is really bad for people’s psychological development.

It is argued that reality TV may have an adverse impact on people’s psychological
development.
PAGE | 184
Activity 3.9
Rewriting sentences in a more academic style

Rewrite the following sentences to avoid the use of “you” and “we”
1. You can apply the same theory of learning to small children.

The same theory of learning can be applied to small children.
2. You can only do this after the initial preparation has been conducted.
This can only be done after the initial preparation has been conducted.
3. In the second section of the essay, we will consider the environmental consequences.
The environmental consequences will be considered in the second section of the
essay.
Activity 3.10

Have you revised, edited and proofread your work? How are they different?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
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PAGE | 185
Revising
Adding, cutting, re‐writing, reorganising, expanding and clarifying
sentences/paragraphs/sections
Aims: to sharpen the argument, smoothen the logical flow and enrich the discussion
Sentence/section/essay level
Editing
Rephrasing/improving sentences, altering word choice, changing the order of
sentences/paragraphs
Aims: to improve the language and tighten the structure
Sentence/paragraph level
Proofreading
Checking for spelling, grammatical errors, incorrect punctuations and errors in following
APA conventions
Aim: to prevent basic errors
Word/sentence level
Note:
When we work on our own writing, we must always revise => edit => proofread. There is no point
in fixing sentence and word problems when the text has bigger problems. Fix macro‐structure
before fixing micro‐structure before fixing grammatical/word choice/spelling/punctuation
problems.
PAGE | 186
Activity 3.11
Questions to consider
What are the questions you need to consider when revising, editing and proofreading your work?
Number the questions as follows.
Revising (A few questions are given for your reference)

Everything we do aim towards increasing the clarity, logic, insightfulness and persuasiveness
of the essay.
1. Do I have an informative and attractive title?
2. What is/are the new or original insight(s) that my essay offers?
3. Have I expressed my new and original insights clearly?

4. Is my argument logical? Have I missed any steps in the logic?
5. Is the logic of my argument transparent? Have I made full use of the structure outline/logical flow
plan/topic sentences/transition to clarify the logic of my argument?
6. Have I provided suitable definitions and background information at the beginning of the essay so
that a reader new to the subject will be able to understand what the essay communicates?
7. Have I explored the subject in sufficient depth?
8. Have I provided sufficient research evidence to support my argument?
9. Have I done everything possible to prevent potential attacks/criticisms by the reviewers?
10. Is the proportion of the sections appropriate?
Editing
Editing is about rephrasing/improving sentences, altering word choice, changing the order of
sentences/paragraphs. The aims are to improve the language and tighten the structure.
1. Check that the thesis statement is within the scope of the essay topic.
2. Check that the essay body delivers the points/structure promised in the introduction.
3. Use the language section of the academic writing checklist to guide the editing:
▪ Check for overly long sentences (over 4 lines?)
▪ Remove contractions, e.g. isn’t, won’t, it’s
▪ Revise sentences that may appear subjective or personal, e.g. I think, in my opinion
▪ Check for common errors in word use, e.g. evidences, vocabularies, researches, information
PAGE | 187
▪ Change informal or colloquial words, e.g. really, quite
▪ Be careful with the use of adjectives/adverbs, e.g. proper, exciting, wonderful, correctly
▪ Check subject‐verb agreement
▪ Check the use of tenses
▪ Remove any redundancy, e.g. places an emphasis ‐> emphasise, puts the focus on ‐> focus,
make it stronger ‐> strengthen
▪ Remove any repetition of words/sentence structures
4. Avoid frequent changes in subjects across sentences. It means you need to keep using the subjects
constant (i.e. continuous thematic progression)
e.g. UEII is about academic communication. The Language Centre has assigned a good teacher to
teach us.
‐> UEII is about academic communication. It aims to familiarise students with the writing rules
and conventions that every scholar follows.
‐> UEII teaches academic communication. It aims to familiarise students with the writing rules
and conventions that every scholar follows. Subjects like this are taught at every university
across the world.
5. Use hedging appropriately to avoid criticism, e.g. this may indicate/suggest, learners tend to
learn… (Do NOT use the word prove)
6. Avoid asking questions in writing, except effective rhetorical questions.
7. Ensure that the graphs and figures are referred to in the essay
8. Ensure that acronyms (e.g. EFL) are properly introduced the first time it is mentioned in the essay
9. Check that there are not too many direct quotations
PAGE | 188
Proofreading
1. Are there any grammatical mistakes?
2. Are there any inappropriate word choices?
3. Are there any typos?
4. Are there any poor punctuations?
5. Is the required formatting applied?
6. Are there any unfinished/incomplete sentences?
7. Are the APA guidelines followed?
Activity 3.12
Proofreading
Identify and correct the grammatical errors (e.g. subject‐verb agreement, prepositions, linking
words, pronouns, plural nouns and comma splices) in the following paragraphs.
The following paragraphs are taken from a research essay on this topic:
Choose one theory in organisational behaviour (e.g. motivation) and evaluate how it is applied in an
organisation you know well. Answers: Errors identified
Introduction
(1) It is with a large extent that the practices implemented by ABC Company increases the
motivation of their employees which lead to a low turnover rate and higher performance.
A few motivational theories will be described first followed with the practices of ABC
Company with the application of these theories and the effect these practices have in
employee performance and turnover within the company.
Body Paragraphs
(2) Hackman and Oldham (1975) are known for their development of the Job Characteristics
Model. In its study, it is emphasized that there are five characteristics in a job: skill variety,
task identity, task significance, autonomy and feedback, which can impact the three critical
psychological states in an employee, the meaningfulness of the work, responsibility for the
work, the quality of outcome and impact of the work. According to Hackman and Oldman,
if jobs were designed with the presence of these five characteristics, the psychological
states occur, and thus work motivation and job satisfaction will be high.
(3) The process theory of Locke and Latham (1990) or the Goal Setting Theory explain how
individuals are motivated. Locke and Latham state that individuals are motivated to work
PAGE | 189
towards achieving goals. Once individuals set the goals they wish to achieve, the intention
of attaining the goal motivate them to work harder. The goals enhance the performance by
illustrating what type and level or performance is expected or required. As such, if the
individual achieves those goals, they gain job satisfaction and their performance increases.
If they do not achieve the goals, they work harder to achieve them, resulting in an increase
in job performance.
(4) A form of on‐the‐job‐training that ABC Company encourages is job rotation. The company
gives the opportunity to their employee to rotate through different positions. It is usually
the administrative/support staff and recent graduates/trainees that are assigned to
assume different positions in different divisions. For example, a secretary to a product
development manager is given an opportunity to take up an administrative position in the
HR department. Through job rotation, employees acquire new skill and gain a better
understanding on the different divisions of the company. The greater variety of tasks make
it more challenging for them. It is believed that job rotation is viewed as a mechanism that
increase motivation, as it reduces employees’ boredom, keeps them interested in their job
and gives them a sense of belonging (Ortega, 2001). Job rotation contributes to the skill
variety characteristic of Hackman and Oldham’s Job Characteristic Model.
(5) ABC Company also believes in providing a good work environment, and sports
tournaments such as bowling, swimming, and tennis are held from time to time. All
employee of ABC can participate such tournaments, this helps employees maintain a good
relationship with other staff of the company. The company also celebrates its anniversary
and Christmas every year, organizes annual Open Days filled with an afternoon of fun and
games. These activities are in line with Maslow’s social need of relationship with colleague.
References
Hackman, J., & Oldham, G. (1975). Development of the job diagnostic survey. Journal of Applied
Psychology, 60(2), 159‐170.
Locke, E. A., & Latham, G. P. (1990). A theory of goal‐setting and task performance. Prentice‐Hall.
Ortega, J. (2001). Job rotation as a learning mechanism. Management Science, 47(10), 1361‐1370.
https://doi.org/10.1287/mnsc.47.10.1361.10257
Answers: Errors Corrected
Introduction
(1) It is to a large extent that the practices implemented by ABC Company increase the motivation
of their employees which lead to a low turnover rate and higher performance. A few
motivational theories will be described first followed by the practices of ABC Company with
the application of these theories and the effect these practices have on employee performance
and turnover within the company.
Body Paragraphs
(2) Hackman and Oldham (1975) are known for their development of the Job Characteristics
PAGE | 190
Model. In their study, it is emphasised that there are five characteristics in a job: skill variety,
task identity, task significance, autonomy and feedback, which can impact the three critical
psychological states in an employee: the meaningfulness of the work, responsibility for the
work, the quality of outcome and impact of the work. According to Hackman and Oldman, if
jobs are designed with the presence of these five characteristics, the psychological states will
occur, and thus work motivation and job satisfaction will be high.
(3) The process theory of Locke and Latham (1990) or the Goal Setting Theory explains how
individuals are motivated. Locke and Latham state that individuals are motivated to work
towards achieving goals. Once individuals set the goals they wish to achieve, the intention of
attaining the goal motivates them to work harder. The goals enhance the performance by
illustrating what type and level of performance is expected or required. As such, if individuals
achieve those goals, they gain job satisfaction and their performance increases. If they do not
achieve the goals, they work harder to achieve them, resulting in an increase in job
performance.
(4) A form of on‐the‐job‐training that ABC Company encourages is job rotation. The company gives
the opportunity to their employees to rotate through different positions. It is usually the
administrative/support staff and recent graduates/trainees that are assigned to assume
different positions in different divisions. For example, a secretary to a product development
manager is given an opportunity to take up an administrative position in the HR department.
Through job rotation, employees acquire new skills and gain a better understanding of the
different divisions of the company. The greater variety of tasks makes it more challenging for
them. It is believed that job rotation is viewed as a mechanism that increases motivation,
as it reduces employees’ boredom, keeps them interested in their job and gives them a sense
of belonging (Ortega, 2001). Job rotation contributes to the skill variety characteristic of
Hackman and Oldham’s Job Characteristic Model.
(5) ABC Company also believes in providing a great work environment, and sports tournaments
such as bowling, swimming, and tennis are held from time to time. All employees of ABC can
participate in such tournaments. This helps employees maintain a good relationship with
other staff of the company. The company also celebrates its anniversary and Christmas every
year, organizes annual Open Days filled with an afternoon of fun and games. These activities
are in line with Maslow’s social need of relationships with colleagues.
References
Hackman, J., & Oldham, G. (1975). Development of the job diagnostic survey. Journal of Applied
Psychology, 60(2), 159‐170.
Locke, E. A., & Latham, G. P. (1990). A theory of goal‐setting and task performance. Prentice‐Hall.
Ortega, J. (2001). Job rotation as a learning mechanism. Management Science, 47(10), 1361‐1370.
https://doi.org/10.1287/mnsc.47.10.1361.10257
PAGE | 191
Common mistakes/issues in Literature Review
Please note the following common mistakes/issues found in students' literature review on the topic of
digital detox.
Synthesising
1. Listing but not synthesising different source texts
- In the first article, ‘Digital detox: The politics of disconnecting’, Syvertsen states that digital
detox reclaims the presence, productivity and privacy from internet abuse (2020). Syvertsen
stands for digital detox. (2020)
In the second article, ‘Digital detox: Media resistance and the promise of authenticity’,
Syvertsen and Enli assure that the practice of digital detox can achieve a balanced media life
and thus improve people’s performance in workplaces (2020). Syvertsen and Enli support
digital detox (2020).
In the third article, ‘Digital detoxes are a solution looking for a problem’, Ellis and Davidson
reveal that digital detox lacks scientific supports.
- In article A, the writer thinks that digital detox is new…..

In the article B, the writer thinks that sometimes social media do help people to reduce their
stress…..
Besides, in article C, the writer mentions some of the reasons which may cause depression to
the users…..
- First from the first article: Digital detox: The politics of disconnecting, the writer thinks
that digital detox is a good way to let people feel their presence, increase productivity, and
protect privacy.
Second, according to the second article, digital detox is a method to fight a dangerous trend
called digital overload.
Third, the point of view of the third article is that digital detox has its own unintended negative
consequences.
Quoting
1. The quote introduced improperly and wrong use of quotation marks
- The definition of digital detox: ‘a period of time during which a person refrains from using
electronic devices such as smartphones or computers, regarded as an opportunity to reduce
stress or focus on social interaction in the physical world’ (Lexico, nd., Definition 1).
2. Missing quotation marks
- Digital detox means a period of time during which a person refrains from using electronic
devices such as smartphones, regarded as an opportunity to reduce stress or focus on social
interaction in the physical world (Lexico, nd., Definition 1).
PAGE | 192
Use of topic sentences
1. A topic sentence is not about the opinion of a specific researcher.
Note the difference between (a) and (b)
(a) Less effective topic sentences

- First, from the first article: Digital detox: The politics of disconnecting, the writer thinks that
digital detox is a good way to let people feel their presence, increase productivity, and protect
privacy.
- According to Syvertsen (2020), digital detox should be promoted as it retains the
geographical and social presence of online users, preserves productivity and protects privacy.
- According to Trine S (2020), digital detox helps people reclaim the presence and improve
productivity and privacy.
(b) More effective topic sentences

- Proponents of digital media claim that restructuring usage of digital devices and social media
can be beneficial to one’s mental health and productivity. Syvertsen (2020) argues that
prolonged usage of digital device and social media could hinder one’s ability to socialise
physically as interactions are done virtually instead, and worsen one’s anxiety and
productivity…..
- First and foremost, one of the biggest benefits of digital detox is enhancing employees’
working efficiency.
- Some experts believe digital detox is necessary and explain that digital detox is bad for
people’s mental and physical health.
- Research explains the importance of studying how abstaining from social media affects the
mental health of people. One significant advantage is that digital detoxification can develop
authenticity in the natural environment (Syvertsen, 2020).
Use of reporting verbs

1. Fail to note the implications of different reporting verbs (e.g. “point out” and “mention”
introduce statements considered factual and are not used to refer to matters of opinion.
“Mention” also implies casualness and cannot be used in describing the main point of
someone’s speech.)
- Syvertsen (2020) points out digital detox can increase physical human interaction as the
digital devices confines people from interacting with each other face‐to‐face.
- Firstly, Syvertsen (2020) mentioned digital detox helps to strengthen offline communication
between people and enhance their relationship.
PAGE | 193
2. Wrong spelling (e.g. similar word forms)
- Snow (2017) purpose that the engagement in social media would induce the users to release
dopamine due to the sense of excitement.
3. Wrong use of subject

- An opinion opposed by Moen and Bratberg (2015) state that people using digital devices …..
Language Use
1. Verb forms
- As more and more people being dependent on digital devices, digital detox is then applied by
them to escape from the digital world.
- Digital detox helping people regain presence.
2. Word choice
- In other works, …. (should be words)
- Digital overload is a kind of addition. (should be addiction)
3. Wrong use of parts of speech

- Ravatn (2014, as cited in Syvertsen, 2020) reported that due to a high obsession with using
digital media, she feels less motivation of finishing her works.
- People living on the earth need social with other people.
- Digital overload becomes a growing concern that damages people’s health in both physically
and mentally.
- Firstly, the researchers find digital detox is importance.
- The third article opposites to the first two articles.
4. Use of be before bare verbs

- It can be show how digital detox plays a key role…..
5. Wrong use of the

- It shows that the overuse of digital media will reduce the productivity.
- Digital detox plays an important role in the society.
6. Number (e.g. countable/uncountable)

- It is a strong evidence to prove is it beneficial or not.
PAGE | 194
Formality
1. Use of personal pronouns
- I believe that it is a good solution to online addiction.
- Overall I think further studies are needed as digital detox is still a new term to us.
2. Contractions
- Social media helps us a lot, but we can’t too rely on it.
- Screen time doesn’t harm a lot.
3. Casual use of words

- This essay is going to talk about benefits of digital detox in productivity, presence and mental
state.
4. Wrong use of ‘you’ to address readers

- Digital detox is suggested to help you stay away from technology and avoid offline
disconnections.
In-text Citation
1. Redundant journal/book title and missing publication year
- In the first article, ‘Digital detox: The politics of disconnecting’, Syvertsen states that digital
detox reclaims …..
In the second article, ‘Digital detox: Media resistance and the promise of authenticity’,
Syvertsen and Enli assure that the practice of digital detox can…..
In the third article, ‘Digital detoxes are a solution looking for a problem’, Ellis and Davidson
reveal that …..
2. Redundant first name (initials) and missing publication year

- The articles from T. Syvertsen, G Enli, D Ellis and B. Davidson discussed ‘Digital Detox’.
3. Redundant full stop for non-integral referencing

- It refers to people quitting technological devices such as smartphones and computers for a
period of time. (Syvertson & Enli, 2020).
4. Redundant publication year of the same work produced by two authors

- Even though Syvertson (2020) and Enli (2020) share similar thoughts about digital detox in
improving one self, especially through enhancing one’s productivity, Ellis and Davidson
(2019) pose great doubt on the vagueness of their studies results.
PAGE | 195
5. Wrong way of using integral referencing
- In another article written by Syvertsen and Enli (2020), they agree with the need for digital
detox being a method to tackle the problem induced by digital overload such as FOMO.
6. Limited phrases used to introduce integral referencing

- According to…. according to…. according to…
Reference list
1. No referencing at all
- The reference list at the end of the literature review is missing.
2. Incorrectly formatted reference list (not APA style)

(a) Initials of authors’ first names missing; should use “&” instead of “and”; month/day of
publication not given; title of cited online document not italicised; website name not
capitalised; web address of source not given.
- Ellis and Davidson (2019). Digital detoxes are a solution looking for a problem. The
conversation.
(b) Initials of author’s first name missing; title of book not italicised; no page number given.
- Syvertsen (2020). Digital detox: The politics of disconnecting. Emerald Group Publishing.
(c) Initials of authors’ first names missing; should use “&” instead of “and”; journal title not
italicised; volume number, issue number, page number and DOI not given.
- Syvertsen and Enli (2020). Digital detox: Media resistance and the promise of authenticity.
Convergence.
Conclusion
Less effective conclusion
- To conclude, the similarities and differences of digital detox suggest that there are opinions
for and against digital detox.
- To conclude, there are three main benefits of taking digital detox that are enhancing work
efficiency, strengthening relationship and resisting internet addiction.
- In conclusion, according to the findings, it could prove that digital detox is beneficial. There
is no need for further studies.
PAGE | 196
More effective conclusions
- It seems hard to assess whether digital detox is beneficial or not based on the studies. There
are arguments for and against digital detox, thus further studies are needed in order to have
a deeper discussion on the benefits and necessities of digital detox.
- In conclusion, digital detox has numerous benefits towards people’s mental and physical
health according to Syvertsen and Enli (2020) while Ellis and Davidson (2019) consider there
is no evidence showing the negative relationship between social media and health of digital
users. According to Ellis and Davidson (2019), complete abstinence from social media has
been shown to have negative effects on mental health. Therefore, extensive study and
research on digital detox and both mental and physical health should be carried out in order
to equip social media users with additional incentives and evidence to limit their digital
usage.
PAGE | 197
Activity 3.13
End-of-the-unit survey
This is the end of Unit 3. Please complete the following survey to measure your knowledge.
Read each statement and tick the appropriate box.

Please tick your level of understanding on the Likert scale of 1 to 5.
Excellent – 5
Good – 4
Satisfactory – 3
Fair – 2
Poor - 1
Statement 5 4 3 2 1
Writing a Literature Review
What a literature review is
Reasons for undertaking a literature review
Some questions a literature review should answer
Steps in writing a literature review
The structure of a self‐contained literature review
Summarising and synthesising the research findings

reported in published studies
Identifying different points of view
In‐text citations & rhetorical functions
Language use in literature reviews
Differences between academic English and general

English
Rewriting sentences in an academic style
The language of hedging
PAGE | 198
Self-learning online resources for Unit 3
UNSW - Writing a Literature Review

https://student.unsw.edu.au/literature‐review
This website explains in detail the characteristics of a good literature review.
Monash University- Stand-alone Literature Review

https://www.monash.edu/rlo/assignment‐samples/assignment‐types/stand‐alone‐
literature‐review
This website provides strategies on how to write an effective literature review. In
particular, students will learn how to paraphrase and summarise effectively in a
literature review.
University of Toronto – The Literature Review – A few tips on conducting it

http://www.writing.utoronto.ca/advice/specific‐types‐of‐writing/literature‐review
This website provides advice on what sources should be used and what should be
included in a literature review.
PAGE | 199
References
Anrijs, S., Bombeke, K., Durnez, W., Van Damme, K., Vanhaelewyn, B., Conradie, P., Smets, E., Cornelis,
J., De Raedt, W., Ponnet, K., & De Marez, L. (2018). MobileDNA: Relating physiological stress
measurements to smartphone usage to assess the effect of a digital detox. In C. Stephanidis
(Ed.), HCI International 2018 – Posters’ Extended Abstracts, 851, 356–363. Springer
International Publishing. https://doi.org/10.1007/978-3-319-92279-9_48
Caffeine in coffee linked with delayed Alzheimer's onset: Study. (2012, June 7). Huffington Post.
http://www.huffingtonpost.com/2012/06/07/ coffee-alzheimers-disease- onset-
caffeine_n_1571090.html
Carr, N. (2010, June 5). Does the Internet make you dumber? The Wall Street Journal.
https://www.wsj.com/articles/SB10001424052748704025304575284981644790098
Coyne, S. M., Rogers, A. A., Zurcher, J. D., Stockdale, L., & Booth, M. (2020). Does time spent using social
media impact mental health?: An eight year longitudinal study. Computers in Human Behavior,
104, 106160. https://doi.org/10.1016/j.chb.2019.106160
Denney, A.S., & Tewksbury, R. (2013). How to write a literature review. Journal of Criminal Justice
Education, 24. https://doi.org/10.1080/10511253.2012.730617
Griffith University. (2015, August 26). Learn English – Hedging and boosting [Video]. YouTube.
https://www.youtube.com/watch?v=VU-KgiVsAxY
Hartanto, A., Quek, F. Y. X., Tng, G. Y. Q., & Yong, J. C. (2021). Does social media use increase depressive
symptoms? A reverse causation perspective. Frontiers in Psychiatry, 12, 335.
PAGE | 200
Hunt, M. G., Marx, R., Lipson, C., & Young, J. (2018). No more FOMO: Limiting social media decreases
loneliness and depression. Journal of Social and Clinical Psychology, 37(10), 751–768.
https://doi.org/10.1521/jscp.2018.37.10.751
Kaur, K., & Mohamad Ali, A. (2017). Exploring the genre of academic oral presentations: A critical
review. International Journal of Applied Linguistics and English Literature, 7(1), 152-162.
http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.152
Kumar, R. (2014). Research Methodology. SAGE.
Learn English with Rebecca [RebeccaESL] (2015, March 27). 12 Common Errors in Academic English –
and How to Fix Them [Video]. YouTube. https://www.youtube.com/watch?v=mZQgd2sPxpk
Lischinsky, A. (2014). What is the environment doing in my report? Analyzing the environment-as-
stakeholder thesis through corpus linguistics. Environmental Communication, 9(4), 539–559.
https://doi.org/10.1080/17524032.2014.967705
Literature review on coastal erosion. (n.d.).
http://west.asu.edu/aedutto/documents/litreviewexercise.doc
Monash University. (n.d.). Matching introductions and conclusions.
http://www.monash.edu.au/lls/htmlWord2.php?file=/lls/hdr/write/5.7.8.html
Petrić, B. (2007). Rhetorical functions of citations in high-and low-rated master's theses. Journal of
English for Academic Purposes, 6(3), 238-253.
Pinker, S. (2010, June 10). Mind over mass media. The New York Times.
http://www.nytimes.com/2010/06/11/opinion/11Pinker.html
PAGE | 201
Poole, R., Kennedy, O.J., Roderick, P., Fallowfield, J.A., Hayes, P.C., & Parkes, J. (2017). Coffee
consumption and health: Umbrella review of meta-analyses of multiple health
outcomes. British Medical Journal, 359, j5024. https://doi.org/10.1136/bmj.j5024
Radtke, T., Apel, T., Schenkel, K., Keller, J., & von Lindern, E. (2021). Digital detox: An effective solution
in the smartphone era? A systematic literature review. Mobile Media & Communication, 10(2),
190–215. https://doi.org/10.1177/20501579211028647
Ramdhani, A., Ramdhani, M., & Amin, A. (2014). Writing a Literature Review Research Paper: A step-
by-step approach. International Journal of Basic and Applied Science, 3. 47-56.
Sifferlin, A. (2015, November 17). How coffee can help you live longer. TIME.
http://time.com/4116129/coffee-longer-life/
Storm, B.C., Stone, S.M., & Benjamin, A.S. (2016). Using the Internet to access information inflates
future use of the Internet to access other information. Memory, 25(6), 717-723.
https://doi.org/10.1080/09658211.2016.1210171
The University of Manchester. (n.d.). Academic phrase bank.
https://www.phrasebank.manchester.ac.uk/referring-to-sources/
Turel, O., Cavagnaro, D. R., & Meshi, D. (2018). Short abstinence from online social networking sites
reduces perceived stress, especially in excessive users. Psychiatry Research, 270, 947–953.
Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and lower psychological
well-being among children and adolescents: Evidence from a population-based study.
Preventive Medicine Reports, 12, 271–283. https://doi.org/10.1016/j.pmedr.2018.10.003
PAGE | 202
University of New South Wales. (n.d.). Some general criteria for evaluating texts.
https://student.unsw.edu.au/some-general-criteria-evaluating-texts
University of Queensland. (n.d.). Examples of critical analysis. http://www.uq.edu.au/student-
services/learning/examples-critical-analysis
Vally, Z., & D’Souza, C. G. (2019). Abstinence from social media use, subjective well‐being, stress, and
loneliness. Perspectives in Psychiatric Care, 55(4), 752–759.
https://doi.org/10.1111/ppc.12431
Vanman, E. J., Baker, R., & Tobin, S. J. (2018). The burden of online friends: The effects of giving up
Facebook on stress and well-being. The Journal of Social Psychology, 158(4), 496–508.
https://doi.org/10.1080/00224545.2018.1453467
PAGE | 203

University English II - Unit 3 (Answers)

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University English II - Unit 3 (Answers)

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Unit 3

Assess your skills before studying Unit 3

Outline of the main topics and skills

Topics and skills 5 4 3 2 1

What a literature review is

Reasons for undertaking a literature review

Some questions a literature review should

Steps in writing a literature review

The structure of a self‐contained literature

Summarising and synthesising the research

Identifying different points of view

How to cite research evidence

In‐text citations & rhetorical functions

Language use in literature reviews

Differences between academic English and

Rewriting sentences in an academic style

The language of hedging

Proofreading, revising and editing

• to summarise recent scholarship on a specific topic;

Here are some of the questions a literature review should answer

1. What issues have the scholars studied regarding this topic?

2. What new knowledge has been created in these studies?

3. What methodological approaches have been taken in these studies?

6. What are the possible limitations or gaps that need to be addressed?

Is this literature review effective?

Jachowski (1964) developed a model investigation conducted on the interlocking precast

Shore protection by sea walls

(Required) Discuss with your lecturer in a face‐to‐face consultation meeting your

Identifying relevant source texts

Introduction • Identify your topic and establish its importance

International Journal of Applied Linguistics and English Literature, 7(1), 152-162.

Student models and academic achievement

Attribution attribute information or

Source: Schiaffino (2008) https://bit.ly/eteacher2008

Further reference provide further

Source: Schiaffino (2008) https://bit.ly/eteacher2008

the use of evaluative

point to links, usually

In-text citations & rhetorical functions

stakeholder thesis through corpus linguistics. Environmental Communication, 9(4), 539–559.

Examples of in-text citations Rhetorical functions

Identifying different instances of synthesis

Rhetorical functions Sentence patterns

Previous research: ‐ Using this approach, researchers have been able to …

Previous research: ‐ A great deal of previous research into X has focused on …

Previous research: ‐ Several lines of evidence suggest that …

Reference to a previous ‐ A qualitative study by Smith (2003) described how …

Some ways of introducing ‐ Commenting on X, Smith (2003) argues, “… …”

Source: Academic Phrase Bank https://www.phrasebank.manchester.ac.uk/referring-to-sources/

The effects of digital detox on stress levels

Plan for body paragraph 1

Plan for body paragraph 2

Plan for body paragraph 3 (if any)

The effects of digital detox on stress levels

Word count: 794

Read the literature review and answer the following questions:

3. Are the topic sentences effective? In what way?

4. Are the references cited effectively to achieve the intended purposes?

Marking Excellent Good Satisfactory Pass Fail

Marking Excellent Good Satisfactory Pass Fail

* You can use three types of in-text citation:

Original sources Parts paraphrased/synthesised in the Intended purposes

Why is hedging needed in academic writing?