Helping students write a literature review – Part II

DoctoralWriting

This is Part II of the guest post by Cecile Badenhorst of Memorial University in Canada. For an extended discussion of these ideas, go to her article on “Literature reviews, citations and intertextuality in graduate student writing”. 

In the first part of this blog post, I suggested that explicitly teaching students the genre of literature reviews and the many ways experienced academic writers use citation practices can help students understand this challenging genre. In this post, I want to focus on complexity in literature reviews. These papers require complex higher order thinking skills and the ability to critique, evaluate and review knowledge in sophisticated ways. Reproducing this complexity is often the most challenging for students. It is even more challenging for those of us involved in teaching this genre: How do we make the complexity more visible and accessible?

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Helping students write a literature review – Part I

DoctoralWriting

Cecile Badenhorst MA (UBC), PhD (Queen’s) is an Associate Professor in the Adult Education/Post-Secondary program in the Faculty of Education at Memorial University.  Her research interests are post-secondary, higher education and adult learning experiences, particularly graduate research writing, academic literacies and qualitative research methodologies. In this 2-part guest post she explains her approach to teaching postgraduates about literature reviews.

By Cecile Badenhorst

After many years of running workshops on “How to write literature reviews”, I realized that postgraduate students often left with a few useful tools but without that deep understanding of what was required. Without a doubt, the literature review is one of the most challenging genres students face. It is also one of the most challenging genres to teach. How do you explain in an hour or two a process that takes years of practice, feedback and revision to hone and refine? Recently, I conducted research on literature…

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