SHS

Practical Research 1
Quarter 3: Week 7-8-Module 4
Writing Related Literature
Practical Research 1

Grade 11 Quarter 3: Week 7-8-Module 4: Writing Related Literature

First Edition, 2021

Copyright © 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written
permission from the copyright owners.

Development Team of the Module

Author: Marlon U. Ligas Ph.D

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D

AssistantSchools Division Superintendent

German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D,EPS in Charge of LRMS

Rominel Sobremonte, Ed.D, EPS in Charge of Science

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II
 Target
This module was designed and written with you in mind. It is here to help
you master the review of related literature and follow ethical standards that can be
used as a guide in developing a research. This module allows the learners to use
the knowledge in many different learning situations. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.

The module is divided into three lessons, namely:

• Lesson 1 – Following Ethical Standard in Writing Literature
• Lesson 2 – Presenting Written Review of Literature

After this discussion, you are expected to have the ability to…

• Follow ethical standards in writing related literature (CS_RS11-IIIfj-5)

READ ME AND UNDERSTAND ME

Directions: Read the following paragraphs to help you understand more about
ethical standards in conducting research.

Ethics are broadly the set of rules, written and unwritten, that governs our
expectations of our own and others’ behavior. Effectively, they set out how we
expect others to behave, and why. While there is broad agreement on some ethical
values (for example, that murder is bad), there is also wide variation on how exactly
these values should be interpreted in practice.

Research ethics are the set of ethics that govern how scientific and other research
is performed at research institutions such as universities, and how it is
disseminated.
Research ethics are important for a number of reasons.
• They promote the aims of research, such as expanding knowledge.
• They support the values required for collaborative work, such as mutual
respect and fairness. This is essential because scientific research depends
on collaboration between researchers and groups.
• They mean that researchers can be held accountable for their actions. Many
researchers are supported by public money, and regulations on conflicts of
interest, misconduct, and research involving humans or animals are
necessary to ensure that money is spent appropriately.
• They ensure that the public can trust research. For people to support and
fund research, they have to be confident in it.
• They support important social and moral values, such as the principle of
doing no harm to others.
Pre-test

Let us checkif you have knowledge on the topic. Goodluck!!!

A. Multiple Choice
Directions: Read the following questions carefully. Choose the letter of the best
answer.

1. Why are ethical standards significant in researchers?

A. It allows researchers ought to do and avoid charges.
B. It makes researchers competent enough to replicate research.
C. It gives researchers power to submit and comply their requirements. D. None
of these

2. Which of the following situations shows UNETHICAL way of doing a literature

review?
A. Gian claimed to develop a theory in his literature review, but he just got the
idea in his readings.
B. Rich Carlo cited authors in her book review.
C. George paraphrased ideas from an article he needs in his studies.
D. None of these

3. Which of the following techniques must be AVOIDED in making literature

review?
A. Paraphrasing, Direct Quotations, and Summarizing
B. Copying, Pasting, and Claiming
C. Mimicking, Impersonating, and Caricaturing.
D. All of these

4. An act of editing research equipment, materials, or changing ideas or removing a

result with inaccuracy is called ______________.
A. falsification B. fabrication C. production D. plagiarism

5. An act of making up data or results and recording written in your literature is

called __________.
A. falsification B. fabrication C. production D. plagiarism

B. Modified True or False

Directions: Write “TRUE” if the statement is correct; otherwise, underline the
word/s that make/s the statement incorrect then write the correct answer on the
space provided.
___________1. Direct quotations is stating someone else’s ideas, theories, or
processes in your own words.
___________2. Summarizing is providing the gist of the literature.
___________3. Paraphrasing is used in adopting necessary text.
___________4. Fabrication is making up data or results and recording written
in your literature.
___________5. Plagiarism is editing research equipment, materials, or changing
ideas or removing a result with inaccuracy

LESSON Following Ethical Standard in

Writing Literature
1

Jumpstart
Let us talk about concepts, principles and processes. There is a
question after the discussion.

In writing the literature review, researchers must follow a set of ethical

standards or guidelines. Following the guidelines ensures credibility, academic
honesty, and integrity among researchers. As you write your literature, be aware of
the following guidelines;

1. Always acknowledge the source of information whether it is a primary

source or secondary source. Make certain that you cite your sources by
creating a reference list and in-text citation. Avoid plagiarism. Do not just
copy tables, figures, data, ideas, images, and words of other authors, making
it appear that such works are yours. Always give credit to the authors of
studies you have cited in your review.
2. Recognize the ideas, theories, and original conceptualizations of
others. People who have contributed to your topic or helped you shape your
topic should be properly acknowledge.
3. Be critical in the studies you will include in the literature review. Make
sure that major and milestone studies are well reviewed. Also include minor
studies that have significant contributions to your topic. Do not underscore
a study that runs contrary to your problem statement

This is a set of standardized rules and regulation that serves as a guide in

conducting a research and writing of literature review. What is right and wrong is
defined as ethics.

Think of the following conduct, reflect if you are doing it or not.

1. You are fabricating data or results and recording written in your literature.
Then, you are doing “Fabrication”.
2. You are editing research equipment, materials, or changing ideas or
removing a result with inaccuracy. Then, you are “Falsifying Documents”.

3. You are claiming someone else idea, concepts, processes, results, phrases or
words. Then, you are doing “Plagiarism”.
If you are doing the above-mentioned conduct, then I am strongly saying that
you should stop now. Those are research misconduct and it is unethical.

Here is the ethical way of doing a literature review:

1. Discuss intellectual property frankly.

2. Be conscious of multiple roles.
3. Follow informed consent rules.
4. Respect privacy and confidentiality.
5. Tap into ethics resources.

How can we avoid plagiarism?

✓ Paraphrasing - stating someone else’s ideas, theories, or processes in your

own words.
- Ensure to capture the main idea behind the literature. Don’t
forget to cite sources.

✓ Summarizing - providing the gist of the literature.

- Consider the WH’s questions in capturing the key concepts. Don’t
forget to cite sources.
✓Direct Quotations - adopting necessary text.
- Use ellipsis points (…) to shorten a quote. Use it for impact in
your literature. Don’t forget to cite sources.

Discover

There is an important idea that you need toknow. Please take time
to read it!

Integrating sources into a paper can be challenging. How much of a source

do you use? When should you use quotation marks? It is important to remember
that you are the author of a paper, so sources are properly used to back up your
own arguments, not state an argument in themselves, so how you use them
depends on the structure of your paper and your argument.
Here is a paragraph from a scholarly article:
These results suggest that morning people, or early chronotypes—as measured
on the morningness–eveningness continuum are more proactive than are evening
types. Additionally, the misalignment of social and biological time, as assessed by
the difference between rise times on weekdays and on free days, correlated with
proactivity, suggesting that people with a high misalignment of social and biological
time may be less able to act in a proactive manner, probably because of sleep delay.
Their biological schedules seem not to fit neatly into social demands (e.g., school,
university, work schedules) as do those of less misaligned people.
Randler, C. (2009). Proactive people are morning people. Journal of Applied Social
Psychology, 39(12), 2787-2797.

See examples of how to quote, paraphrase and summarize this paragraph

below:

Quoting
• Use Quotation when you are repeating something from a source exactly
word for word.
• You should use quotation marks even if you are only taking just a few
words from a source.
• Quotes can help lend authority to an initial argument, but should not be
relied upon too heavily in a paper. If you find yourself quoting an entire
paragraph, a paraphrase or summary of that content may often be more
appropriate.
• Quotes can and should be used when the original author’s wording is
unusual, unique, or memorably states a point.

Examples using the paragraph above:

Randler (2009) states that late risers have “a high misalignment of social and
biological time” which results in a mismatch between their natural schedules and
the normal workday (p. 2793).
or
“People with a high misalignment of social and biological time may be less able
to act in a proactive manner, probably because of sleep delay” (Randler, 2009, p.
2793).

Notice that there are two ways to incorporate a source:

Singal phrase – using the author’s name in your own narrative, and then
incorporating their idea or words into a sentence, like the first
example above.
Direct quotation – Using the words or ideas of the source independently and
adding the author’s name in the in-text citation, like in the second
example.
Paraphrasing
• Paraphrasing is taking the idea of a sentence or passage, and putting it
into your own words.
• Paraphrasing is NOT copying the sentence and replacing or changing a few
words to be different from the original. (This is called “patch writing” and
may trigger plagiarism-detecting programs.)
 • You should paraphrase when the idea or point is more important than the
actual words used.
• You should paraphrase when the words are complex but the point is simple.
• Paraphrasing should remain faithful to the original meaning of the material.

Examples using the paragraph above:

Randler (2009) states that people who are naturally morning people often also
display traits that are considered proactive. He also suggests that late risers may
not show as many proactive traits because they naturally operate on a different
sleep schedule (p. 2793).

People who are naturally morning people have been shown to also display traits
that are considered proactive, and late risers display fewer of these traits because
they don’t get enough sleep on days when they have to go to work or school.
(Randler, 2009, p. 2793).

Summarizing

• As with paraphrasing, summarize when the idea or point is more important

than the actual words used.
• However, summary can also condense much more material – even an entire
book or article.
• Summary can often lead into your own points on the material.

Examples using the paragraph above:

Recent research shows that people who are not naturally early risers often have
persistent issues adjusting themselves to the morning-oriented schedule of most
schools and workplaces, and because of this may be less proactive in their
behaviors (Randler, 2009).

The natural alignment of sleep schedules to work and school schedules allows
early risers to have more energy and display proactive traits, while people who are
natural late risers, and thus often combating sleep delay in adhering to regular
schedules, display fewer of these traits (Randler, 2009).

Notice that with a Summary we do not always have to include the page
number as we are summarizing the findings from the whole study, rather than
just a small part of it
 Explore

Let us check how well you have understood the lessons by

working on somef the
o enrichment activity/ies below. Good luck!

Activity 1. Try it! Do it in an Ethical Way!

Directions: In the materials that you have already reviewed for your literature, try
to practice paraphrasing, summarizing, and direct quoting. Follow the
template below.

“Applying the Ethical Standards!”

Action to use Source Outcome

Quoting

Paraphrasing

Summarizing
 Deepen

Congratulations! You have acquired knowledge on drawing

conclusions. Now its time for you to apply this knowledge.

Activity 2. Dirt free Box

Directions: Fill in the box below, with your insights or views of today’s lesson. You
may write words or statements in the box. The title is dirt free box
because it is related to your actions as a researcher that you followed
ethical standards in developing your research.
 LESSON Presenting Written Review of
2 Literature

READ ME AND UNDERSTAND ME

Directions: Read the following paragraphs to help you understand literature

review.
Finally, you are now at the last lesson of this module. This time you will learn
how to present the written review of literature. It is significant to know what
considerations you must take in order to present your literature review credible and
reliable. In the end, readers must look for focused, concise, logical, developed,
integrative, and current literature review.
 A literature review is a summary of studies related to a particular area of
research. It identifies and summarizes all the relevant research conducted on a
particular topic. It is important that your literature review is focused. Therefore,
you should choose a limited number of studies that are central to your topic rather
than trying to collect a wide range of studies that might not be closely connected.

Presenting Literature Review in the Introduction and Discussion

Sections

There are many benefits to presenting literature reviews

in the introduction and discussion sections of your manuscripts. However, there
are differences in how you can present literature reviews in each section.

The Introduction Section

The literature reviewed in the introduction should:

• Introduce the topic
• Establish the significance of the study
• Provide an overview of the relevant literature
• Establish a context for the study using the literature
• Identify knowledge gaps
• Illustrate how the study will advance knowledge on the topic

As you can see, literature review plays a significant role in the introduction
section. However, there are some things that you should avoid doing in this
section. These include:

• Elaborating on the studies mentioned in the literature review

• Using studies from the literature review to aggressively support your
research
• Directly quoting studies from the literature review

It is important to know how to integrate the literature review into the

introduction in an effective way. Although you can mention other studies, they
should not be the focus. Instead, focus on using the literature review to aid in
setting a foundation for the manuscript.

The Discussion Section

Literature reviews play an important role in the discussion section of a
manuscript. In this section, your findings should be the focus, rather than those of
other researchers. Therefore, you should only use the studies mentioned in the
literature review as support and evidence for your study.

There are three ways in which you can use literature reviews in the discussion
section:

• To Provide Context for Your Study

Using studies from the literature review helps to set the foundation for how
you will reveal your findings and develop your ideas.

• Compare your Findings to Other Studies

 You can use previous literature as a backdrop to compare your new findings.
This helps describe and also advance your ideas.
• State the Contribution of Your Study
In addition to developing your ideas, you can use literature reviews to
explain how your study contributes to the field of study.

However, there are three common mistakes that researchers make when
including literature reviews in the discussion section. First, they mention all sorts
of studies, some of which are not even relevant to the topic under investigation.
Second, instead of citing the original article, they cite a related article that
mentions the original article. Lastly, some authors cite previous work solely based
on the abstract, without even going through the entire paper.

Jumpstart

Let us talk about concepts, principles and processes. There is a

question after the discussion.

As you’ve learned previously, there are sections of literature review namely

introduction, body and conclusion. But, how can we develop an organized and a
well presented literature review?
There are ways to present and organize a literature review:
 Chronology of
Events
•You can present your materials according to
when they are published.
•When a research follows clear path of
research building then this is a possible
presentation.

By Publication
•You can present your m aterials by publication to
demonstrate a vital trend.
•This is a great presentation when showing a
progress of a significant concept, event,
idea, or phenomena.

Thematic
•You can present your materials around the topic or
issue rather than progression o f time.
• A review presented in this manner would shift
between time periods within each section according to
point made.

Methodological
•You can present based on methodological approach
used by the researcher.
•This may influence either the type of mat erials in the
review or the way documents are presented .
 Discover
There is an important idea that you need to know. Please take
time to read it!

COMMON MISTAKES TO AVOID

1. Hurrying, you might miss something that is vital in improving your study.
2. Focusing on secondary materials rather than primary ones.
3. Converging on findings rather than methodologies.
4. Resources are not relevant to the research problem.
5. Uncritically accepts another researcher’s findings.

Source: McCombes, Shona 2019, How to write a literature review retrieved at

scribbr.com

Presenting and the Writing Process

1. Rough Draft-this involves a strategy on how you are going to present and
write your literature review. By this time, you have already a synthesis or an
outline. This will help you organize your literature review. Finally, you should
write your

2. Final Draft-this refers to a piece of writing that is handed as a final form of

literature review. Consisting a final work for the introduction, body and
conclusion.

3. Edit-this involves the process of proofreading. You may also ask for
feedback on your draft allowing you to create a better paper and become a
stronger researcher and writer.

4. Edit Again-this involves editing and revising of paper free from grammatical
errors, relevancy, language, and other technical aspects.

Source: McCombes, Shona 2019, How to write a literature review retrieved at

scribbr.com
 Explore

Let us check how well you have understood the lessons by

working on some
of the enrichment activity/ies below. Good luck!

Activity 1: Describe Me
Directions: Based on our previous lessons, describe the sections of literature
review.
Complete the diagram below by writing your answer inside the box.

Introduction Body Conclusion

_________________ _________________ _________________

_____________ _____________ _____________

_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________
_________________ _________________ _________________

_________________ _________________ _________________

_________________ _________________ _________________
__________________________________ _________________ _________________
_________________ _________________
_________________ _________________ _________________
____________ ____________ ____________

Activity 2: Choose Me

Directions: Picture out your final literature review. What characteristics does it
possess? Here are some adjectives that might help you in describing your literature
review. Choose at least five. Explain why you decided to describe your literature
using those adjectives. Write your answer on the space provided.

Focused Clear Organized Integrative

Limited Broad Current Logical
Irrelevant Thematic Concise Relevant
 Deepen

Congratulations! You have acquired knowledge on conceptual

concepts. Now its time for you to apply this knowledge.

Activity 3: This is the Moment!

Directions: Last time, you were asked to make a sample of an introduction, body
and conclusion. Now, this is the time for you to make your rough draft. Make sure
to consider the tips and strategies you’ve learned throughout this module. Do this
in your activity notebook. Have fun and take your time. Don’t rush.

Literature Review Rough Draft Rubric

Exemplary (10) Competent (8) Developing (6)
Introduction • Background • Background • Background
information is information is at information is not
engaging and leads times unclear or clearly articulated
to a clear purpose uninteresting. • • Relevance to
statement. Relevance to research problem
• Relevance to is unclear.
research problem
research problem is • Research
could be more
articulated well. • question or
Research question clearly articulated. purpose statement
or purpose • Research is unidentifiable.
statement is clear question or • Main
and concise. purpose statement discussion points
• Two or three could be stated are not identified
main more clearly and in the purpose
discussion points concisely. statement.
of the literature
review are clearly
identified in the
purpose
statement.

Body • Thorough • Comparison • Comparison

comparison and and contrast of and contrast of
contrast of findings findings are findings are
are provided and provided but lack lacking.
relate to the main thoroughness. • • Discussion
discussion points Discussion of of findings does not
in the order of their findings could relate well to the
appearance in the relate better to main discussion
purpose statement. the main points in the
• Focus is on discussion points purpose statement.
 research in the purpose • Study limitations
statement. are not mentioned.
• Study • Gaps (what is
limitations are unknown and
discussed, but
findings rather possible needs to be
than research connections to researched) and
methods. differences in controversies
• Study findings are not that exist in the
limitations that clearly identified. • literature are not
might have led
Gaps and discussed.
to different
controversies in
findings are
discussed. the literature are
• Gaps and discussed, but
controversies that clarity could be
exist in the enhanced.
literature are
clearly discussed.
Conclusion • A summary of the • A summary • A summary of
main points is of the main points the main points is
clearly articulated. is presented, but not clearly
• Implications for clarity could be presented. •
research problem enhanced Implications for
arelogical, relevant, • Implications research problem
and clear. for research are absent,
problem are illogical, irrelevant,
included but lack or unclear.
logic, relevance,
Citations • Citations are • One to • Multiple citation
formatted correctly. three citation errors are noted.
• Each errors are noted. • One or more
citation has a • Each citation does not
matching citation has a have a matching
reference. matching reference.
reference.
Paragraphs • Each • Most • Many
paragraph begins paragraphs begin paragraphs lack
with a clearly with a clearly clearly identifiable
identifiable topic identifiable topic topic sentences.
sentence. sentence. • Many
• The content • Some paragraphs
of each paragraph paragraphs include contain multiple
is closely more than one topics and are
associated with its topic • Transitions difficult to follow •
topic sentence • between Transitions
Transitions paragraphs are between
between sometimes rough. paragraphs are
paragraphs are rough.
smooth.
Logical flow • The reader is • The overall • The arrangement
of ideas guided smoothly arrangement is of content is
through the logical but is haphazard
logically arranged occasionally and difficult to
paper. difficult to follow. follow.

Gauge
Now let us test your overall knowledge to determine how well
you have achieved the objectives
et in sthe unit.

Multiple Choice

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following can help you present your literature review? A. Based on
theme, methods and facts.
B. Based on theme, methods, order of events and publications.
C. Based on facts, date of review, themes and methods.
D. None of these

2. Which of the following is INCORRECT in presenting and organizing a literature

review?
A. A research follows unclear path of research building then this is a
possible presentation.
B. A review presented by publication in this manner would allow you to shift
from one time and to another considering the date of publication.
C. You can present based on thematic approach used by the researcher.
D. None of these.

3. The following can help you improve your literature review, EXCEPT ________.
A. Doing it alone so that you will not be confused
B. Finding the main idea in the materials that you have found.
C. Using outline in organizing and synthesizing your literature review.
D. Proofreading your work and asking feedback from experts.

4. What do you call the process that involves writing of literature review’s
introduction, body and conclusion?
A. Rough Draft B. Final Draft C. Final Output D. None of these

5. Which of the following is the process that involves proofreading and asking for
feedback on your draft?
A. Rough Draft B. Final Draft C. Final Output D. Editing

6. What is the process that involves editing and revising of paper free from
grammatical errors, relevancy, language, and other technical aspects?
A. Rough Draft B. Final Draft C. Editing Again D. Editing
7. Which is the type of presenting the materials around the topic or issue rather
than progression of time?
A. Chronology of Events
B. Thematic
C. By Publication
D. Methodological

8. What do you call the type of presenting the materials according to when they
are published?
A. Chronology of Events
B. Thematic
C. By Publication
D. Methodological

9. Which is type of presenting the materials demonstrating a vital trend?

A. Chronology of Events
B. Thematic
C. By Publication
D. Methodological

10. Which of following actions are prohibited in making literature review? A.

Focusing on secondary materials rather than primary ones.
B. Presenting by publication in this manner would allow you to shift from
one time and to another considering the date of publication.
C. Presenting based on thematic approach used by the researcher.
D. None of these.

11. Which of the following are the sections of literature review?

A. Introduction, Body and Conclusion
B. Problem, Methods and Rationale
C. Recommendations, Data, Body
D. Body, Abstract, Discussion

For items 12-15, arrange the presenting and writing process below by simply
putting numbers 1 to 4.
12. Rough Draft _________________
13. Edit _________________
14. Final Draft _________________
15. Edit Again __________________
 Answer Key

Pre-Test

Gauge
REFERENCES
Adam, L. (2011). Higher education students’ perceptions of plagiarism.
Unpublisheddissertation, University of Otago
Bond, Acheson (2017) for the Student Learning Development at the University of
Otago
Dadoress, N. (2020). The Ethical Standards and Presentation of Literature
Review
Gooding, B. 2018, What is rough draft retrieved at Rasmussen.libanswers.com
McCombes, Shona 2019, How to write a literature review retrieved at scribbr.com
Nowaczek, A., & Smale, B. (2010). Exploring the predisposition of travelers to
qualify as ecotourists: The Ecotourist Predisposition Scale. Journal of
Ecotourism, 9:1, 45-61.
Padlla, F. n.d, 8 Process of How to Write a Coherent Review of Related Literature
retrieved from: scribd.com
https://www.skillsyouneed.com/learn/research-
ethics.html#:~:text=Research%20ethics%20are%20important%20for,as%20mutual
%20respect%20and%20fairness.&text=They%20support%20important%20social%2
0and,doing%20no%20harm%20to%20others.
https://www.coursehero.com/file/33475422/Citingreferencespptx/#:~:text= In
%20writing%20the%20literature,aware%20of%20the% 20following%20guidelines.
https://fitchburgstate.libguides.com/c.php?g=545285&p=3740472