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The ability to review, and to report on relevant literature is a key academic skill.A literature review: To some extent, particularly with postgraduate research, the literature review can become a project in itself.
The process of reviewing the literature requires different kinds of activities and ways of thinking.
Shields and Rangarajan (2013) and Granello (2001) link the activities of doing a literature review with Benjamin Bloom’s revised taxonomy of the cognitive domain (ways of thinking: remembering, understanding, applying, analyzing, evaluating, and creating).
In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are.
As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis).
It would be safer and probably more realistic to say that your research will ‘address a gap’, rather than that it will ‘fill a gap’.
When readers come to your assignment, dissertation, or thesis, they will not just assume that your research or analysis is a good idea; they will want to be persuaded that it is relevant and that it was worth doing.
Literature reviews are a basis for research in nearly every academic field.
A narrow-scope literature review may be included as part of a peer-reviewed journal article presenting new research, serving to situate the current study within the body of the relevant literature and to provide context for the reader.
They will ask questions such as: These are questions that you will already probably be asking yourself.
You will also need to be ready to answer them in a viva if you will be having one. are particularly relevant to the process of critical review.