Table of Contents

Preface
New to This Edition
Audience
Special Features and Text Organization
Acknowledgments
About the Authors
Introduction
Key Vocabulary
The Purpose of a Literature Review
The Literature Review Defined
The Literature Review Process
Step 1. Select a Topic
Step 2. Search the Literature
Step 3. Develop the Argument
Step 4. Survey the Literature
Step 5. Critique the Literature
Step 6. Write the Review
Inquiry: The Necessary Precondition
Ethics
Pack Wisely Before You Begin
Tips
Summary
Checklist
Chapter 1: Step 1. Select a Topic
Key Vocabulary
Task 1. Choose a Research Interest
Exercises
Researcher Bias
Task 2. Refine a Research Interest From a Personal Interest
Activity 1. Specifying a Research Interest
Activity 2. Focusing the Interest
Activity 3. Selecting a Perspective
Activity 4. Reflection: The Key to Interest Selection
Task 3. Using the Research Interest to Identify a Preliminary Research Topic
Rules for Library Use
Task 4. Write the Preliminary Research Topic Statement
Tips
Summary
Checklist
Chapter 2: Step 2. Search the Literature
Key Vocabulary
Task 1. Select the Literature to Review
Task 2. Conducting a Literature Search
Activity 1. Managing Your Data
Activity 2. Scanning the Literature
Activity 3. Skimming the Literature
Activity 4. Mapping Your Materials
Activity 5. Creating Subject Memoranda
Task 3. Refine Your Topic
Tips
Summary
Checklist
Chapter 3: Step 3. Develop the Argument
Key Vocabulary
Concept 1. Building the Case for a Literature Review
Concept 2. Arguments–the Basics
Concept 3. Evaluating the Basic Parts of an Argument
Concept 4. Understanding Claims
Claims
Claim Acceptability
Concept 5. Building Evidence
Data Versus Evidence
Data Quality
Data Relevance
Qualifying the Claim
Concept 6. Warrants–Logically Connecting the Evidence to the Claim
Concept 7. Multiple Claims Arguments
Tips
Summary
Checklist
Chapter 4: Step 4. Survey the Literature
Key Vocabulary
Task 1. Assemble the Collected Data
Activity 1. Cataloging the Data
Task 2. Organize the Information
Activity 1. Arranging Information to Build Evidence
Activity 2. Organizing the Information and Building Claims
Task 3. Analyze the Patterns of the Data
Complex Reasoning
Comparative Reasoning
Building the Discovery Argument: An Example
Activity 1. Mapping the Argument of Discovery
Activity 2. Analyzing the Argument
Tips
Summary
Checklist
Chapter 5: Step 5. Critique the Literature
Key Vocabulary
Concept 1. Implicative Reasoning
Concept 2. The Two Arguments
Concept 3. Argument Patterns
Concept 4. Backing
Concept 5. Fallacies
Concept 6. The Case Is Everything
Tips
Summary
Checklist
Chapter 6: Step 6. Write the Review
Key Vocabulary
The Writing Process: Overview
Task 1. Write to Understand
Activity 1. Reviewing Notes and Memoranda
Activity 2. Exploratory Writing
Activity 3. Outlining
Activity 4. Preliminary Drafting
Task 2. Write to Be Understood
Activity 1. Writing the First Draft
Activity 2. Working With the Second and Third Drafts
Activity 3. Completing the Final Draft
Style Manuals
Tips on Writing
Last Words
Glossary
References and Further Reading
Index

About the Author

Lawrence A. Machi is a Professor Emeritus of Organizational Leadership at the University of La Verne, in La Verne, California. He holds an MA in curriculum development and an Ed.D. in organizational leadership. He has taught research methods and design and has chaired doctoral dissertation research in addition to teaching classes in organizational development. He has extensive experience in higher education, and prior to his tenure at La Verne, he taught in schools of education at the University of San Francisco, St. Mary’s College of California, and Sonoma State University. Dr. Machi has served as a Fulbright Specialist and recently completed his third assignment in Taiwan at National Chung Cheng University, where he currently serves as a visiting professor.

With K–12 experience as well, he has worked as a secondary teacher and served as a school administrator in both secondary and elementary school districts in northern California. He has occupied the roles of vice principal, principal, assistant superintendent, and superintendent, frequently consulting with many California school districts and nonprofit organizations. His specialties are in the areas of organizational leadership, finance, negotiations, organizational development, and strategic thinking.


Brenda T. McEvoy taught high school English, history, and science for 36 years. Research skills were always part of her curriculum. For eight years, she worked for the California State Department of Education, leading groups of educators in improving their ability to edit and assess student writing. She has also served as a mentor for beginning English and history teachers. Participation in the California Writing Project extended her knowledge of writing and the difficulties students face when producing a major assignment. She has worked as an editor for several books, focusing on helping writers create work that is clear and logical.

Reviews

"If I had known about this book when I began working on my dissertation, it would have saved me at least a full year and much, much consternation! The clarity and organization with which this book is written make it a tremendous and exceptionally user-friendly asset to anyone who is serious about presenting clear, well thought-out research."
*Dr. Cindy Wilson, Associate Professor and Department Chair*

"This is the one book a graduate level student in education will be able to use from cover to cover. It provides the perfect roadmap for the successful completion of an outstanding literature review. It should be a required text for all students attempting to complete a literature review."
*Dr. Cathy Patterson, Elementary Educator 5th Grade*

"The Literature Review: Six Steps to Success is a must-have for both novice and experienced researchers. The authors provide a roadmap as researchers journey from inquiry to argument for advocacy. If a strong literature review is the foundation for a successful thesis or dissertation, Machi and McEvoy offer the building blocks for that foundation."
*Louanne Jacobs, Associate Professor of Education, Department Chairperson*

"This book provides invaluable support for graduate students in writing a literature review. The authors provide a clear, straightforward model for taking a researchable idea and transforming it into a research study. I have already recommended this text to all of my doctoral students!"
*Dr. Sara McNeil, Associate Professor, College of Education*

"Every graduate student would benefit from reading this text on how to do a literature review and working through the questions to refine their own work. This is a concise, logical and very well written tool for graduate students and their advisors."
*Dr. Sherry Markel, Associate Professor, College of Education*