literature review interview questions

Common Literature Interview Questions

1. how do you approach analyzing the narrative structure of a novel.

Delving into how a novel’s story is constructed and why it impacts readers in specific ways is crucial for understanding narrative structure. It involves dissecting the framework of a story, examining how the plot unfolds, how characters develop, and the role of conflict and resolution. Analyzing narrative structure also reveals the author’s intent and the underlying themes and messages they wish to convey. This question not only assesses a candidate’s critical thinking and analytical skills but also their appreciation for the craft of writing and their ability to engage with literature on a deeper level.

When responding, it’s effective to outline a systematic approach: start by identifying the type of narrator and point of view, then move to the chronological flow of the plot, noting any use of flashbacks or non-linear progression. Discuss how you examine character arcs and their interactions with each other and the setting. Mention the importance of identifying key themes and motifs, and how they interweave with the structure to enrich the narrative. Show that you can draw insightful connections between the structure and the reader’s experience, demonstrating a thorough and nuanced engagement with the text.

Example: “ In analyzing the narrative structure of a novel, I first identify the narrator’s perspective and the implications of this choice on the story’s delivery. Whether it’s a first-person, limited third-person, or omniscient point of view, each offers distinct advantages and limitations in terms of reliability and scope. Recognizing this foundation allows me to better understand the narrative’s potential biases and how they shape the reader’s perception.

Next, I dissect the plot’s temporal structure, noting any deviations from a straightforward chronology, such as flashbacks or a fragmented timeline. This step is crucial in understanding how the author manipulates time to build suspense, develop character, or reveal key information. Simultaneously, I assess character development and their dynamics within the setting, as these interactions often underscore the novel’s central themes. By mapping out how characters evolve and how their relationships with each other and their environment progress, I can pinpoint the thematic heart of the narrative. Finally, I explore how these elements—narrative voice, time, character, and theme—converge to craft a cohesive and resonant experience for the reader, thus revealing the author’s broader intentions and the work’s place within its literary context.”

2. In what ways might post-colonial theory influence the interpretation of 19th-century literature?

With post-colonial theory, one can critically assess the power dynamics, cultural interactions, and historical contexts of colonialism. Applying this theory to 19th-century literature can reveal how narratives either supported colonial ideologies or subverted them, often providing insight into the socio-political climate of the time. It can also highlight voices and perspectives that were marginalized, offering a more nuanced understanding of the literature and its impact on both the colonizers and the colonized.

When responding to this question, it’s important to demonstrate knowledge of key post-colonial theorists and concepts, such as Edward Said’s “Orientalism” or Homi K. Bhabha’s notions of hybridity. Discuss specific examples of 19th-century works and analyze them through a post-colonial framework. This approach not only shows a grasp of literary theory but also an ability to apply it to analyze texts within their historical context, acknowledging the enduring legacy of colonialism in literature and culture.

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3. Describe your method for evaluating the reliability of narrators in fiction.

A nuanced task, evaluating the reliability of narrators in fiction requires a keen understanding of literary techniques, character development, and plot structure. Authors often craft narrators with varying degrees of reliability to deepen the complexity of the narrative, challenge readers’ perceptions, and engage with broader themes of truth and subjectivity. The question seeks to assess the candidate’s analytical skills, appreciation for narrative subtlety, and ability to discern bias, perspective, and intent within a story.

When responding, begin by outlining your analytical approach, which might include examining the narrator’s consistency, cross-referencing events with other characters’ accounts, and analyzing language for signs of bias or manipulation. Discuss how you consider historical and social contexts that may influence the narrator’s perspective. Share specific examples from literature where you’ve evaluated narrator reliability to demonstrate your critical thinking and interpretive skills in action.

Example: “ In evaluating the reliability of narrators in fiction, I first scrutinize the internal consistency of their narrative. This involves tracking their recounting of events over time to detect any discrepancies that might suggest intentional deception or an unreliable memory. For instance, in “The Great Gatsby,” Nick Carraway’s selective disclosures and retrospective narrative framing invite readers to question the authenticity of his account, which I dissect by comparing his earlier and later descriptions of characters like Gatsby and Tom Buchanan.

I also cross-reference the narrator’s account with the depiction of events by other characters or external evidence within the text. This comparative analysis can reveal biases or blind spots in the narrator’s perspective. For example, in “Wuthering Heights,” Nelly Dean’s narrative is juxtaposed with other characters’ dialogues and actions, providing a multifaceted view that allows for a critical assessment of her reliability. Additionally, I consider the historical and social contexts that shape the narrator’s worldview, as in the case of the naïve governess in “The Turn of the Screw,” whose Victorian sensibilities may cloud her interpretation of events, thus affecting her reliability. These methods, applied to various texts, enable a nuanced understanding of narrative reliability that goes beyond face value, recognizing the complex interplay between narrators’ personal biases, cultural influences, and the author’s literary intentions.”

4. What criteria do you use to determine the effectiveness of satire in a literary work?

Satire is a sophisticated form of humor that often serves as social commentary, critiquing politics, society, or human behavior. Understanding satire requires a nuanced grasp of language, culture, and the underlying message the author intends to convey. The effectiveness of satire hinges on its ability to not only amuse but also to provoke thought and spark discussion. Interviewers are assessing whether candidates can discern the layers of meaning within a text and appreciate the finesse required to balance humor with critique, all while maintaining the integrity of the literary work.

When responding, it’s important to articulate a clear framework that considers several key elements: the clarity and relevance of the satirical message, its resonance with the intended audience, the use of literary devices such as irony, exaggeration, and parody, and the overall impact on the reader. Discuss how effective satire should challenge perceptions and encourage reflection without alienating the reader. Offer examples from well-known satirical works to demonstrate your understanding and analytical skills.

Example: “ To determine the effectiveness of satire in a literary work, I first assess the clarity and relevance of the satirical message. The work must convey its critique of a subject in a way that is both discernible and pertinent to contemporary issues, ensuring that the satire transcends mere humor to deliver a pointed commentary on society, politics, or human nature. For instance, Jonathan Swift’s “A Modest Proposal” remains a benchmark for its shocking yet clear-cut satirical treatment of economic disparities.

Next, I consider the resonance of the satire with its intended audience. Effective satire not only speaks to the time in which it was written but also maintains its potency across generations. This is achieved through the adept use of literary devices such as irony, which invites readers to read between the lines and engage with the underlying criticism. For example, George Orwell’s “Animal Farm” employs allegory and exaggeration to critique totalitarianism, resonating with readers who recognize similar patterns in various political contexts. Lastly, I evaluate the satire’s impact on the reader: it should challenge perceptions and encourage reflection, ideally sparking discourse and potential change without resorting to didacticism or alienation.”

5. Compare and contrast modernist and postmodernist themes in literature.

Characterized by a deliberate break from traditional styles, modernist literature searches for new forms of expression and focuses on the inner self and consciousness. Themes often revolve around the disillusionment of the early 20th century, the fragmentation of society, and the alienation of the individual. Postmodernist literature, on the other hand, arises from a skepticism of grand narratives and ideologies, playing with literary conventions through irony, pastiche, and metafiction. It often embraces the idea that reality is not mirrored in human understanding but rather constructed as the mind tries to understand its own personal reality. This question is designed to assess not only a candidate’s knowledge of literary history and theory but also their ability to engage with complex ideas and articulate the evolution of thought within the literary canon.

When responding to this question, it’s essential to highlight specific examples of modernist and postmodernist works, referencing their thematic elements and stylistic features. Show an appreciation for the historical and cultural context that shaped these movements. Demonstrate an understanding of how modernism’s focus on form and postmodernism’s play with narrative structure reflect the respective periods’ preoccupations. Discuss the influence of each movement on literature and culture, and if possible, relate their relevance to contemporary issues or personal experiences with reading such works.

Example: “ Modernist literature is characterized by a deep sense of disillusionment with the traditional narratives of society, a reaction to the chaos of World War I, and a search for meaning in a fragmented world. This is evident in works like T.S. Eliot’s “The Waste Land,” which employs a fragmented narrative structure and allusions to a vast array of texts and myths to mirror the disjointed state of post-war society. Modernist themes often revolve around the inner psyche, the exploration of consciousness, and a quest for authenticity in a rapidly changing world, as seen in the stream-of-consciousness technique used by Virginia Woolf in “Mrs. Dalloway.”

In contrast, postmodernist literature emerges from a skepticism of grand narratives and ideologies, a reaction to the rigid structures and perceived failures of modernism. It plays with metafiction and irony, challenging the very notion of objective reality. Thomas Pynchon’s “Gravity’s Rainbow,” for instance, exemplifies postmodernist themes through its parodic use of history and science, its encyclopedic scope, and its resistance to a singular interpretation. Postmodernism often blurs the lines between high and low culture and questions the authorial voice, as seen in the intertextual games of Jorge Luis Borges’ stories. Both movements, while distinct in their approaches to narrative and theme, reflect a response to the complexities and uncertainties of their respective eras, and continue to influence contemporary literature by challenging readers to question the stability of meaning and the role of narrative in shaping our understanding of the world.”

6. Identify the role of historical context in understanding Renaissance poetry.

The historical context is the lens through which we interpret the subtleties and the broader cultural, political, and social nuances of Renaissance poetry. This era was marked by a rebirth of classical learning and a shift in focus from religious to humanistic values. Understanding the historical backdrop allows readers and scholars to grasp the motivations behind the poetry, the allusions made by the poets, and the intended impact on the audience of the time. The Renaissance period was also a time of exploration and discovery, both literally and intellectually, and this adventurous spirit is often reflected in the poetry of the era.

When responding to this question, it is essential to highlight specific examples of how historical events, such as the fall of Constantinople, the discovery of the New World, or the Protestant Reformation, influenced the themes and styles of Renaissance poetry. Discussing the impact of patronage systems on the subjects poets chose, or how the revival of classical texts provided a rich source of material and inspiration, will demonstrate a deep understanding of the period. Additionally, acknowledging the importance of the human experience in Renaissance poetry, as a departure from the heavily religious medieval works, will show an appreciation for the era’s cultural significance.

Example: “ Historical context is indispensable for interpreting Renaissance poetry as it provides the backdrop against which the tapestry of themes, motifs, and linguistic innovations are woven. The fall of Constantinople, for instance, spurred a migration of Greek scholars to Italy, catalyzing the revival of classical texts and humanist thought. This intellectual resurgence is mirrored in the works of Petrarch and Spencer, whose sonnets reflect a renewed fascination with ancient forms and a human-centric worldview, a stark shift from the theocentric medieval literature.

The discovery of the New World and the Protestant Reformation also indelibly shaped Renaissance poetry. The former expanded the geographical and conceptual horizons of European poets, infusing their works with themes of exploration and cultural encounter, as seen in Marlowe’s “Hero and Leander” or Ralegh’s “The Nymph’s Reply to the Shepherd.” Meanwhile, the Reformation’s challenge to ecclesiastical authority is echoed in the subtle critiques of power and dogma in Donne’s “Holy Sonnets.” The patronage system, too, cannot be overlooked, as it often dictated the subject matter and flattery within poems, exemplified by the works commissioned by the likes of the Medici family, which both celebrated their benefactors and subtly reflected the socio-political dynamics of the time.”

7. Assess how gender theories have reshaped contemporary readings of classic texts.

The evolution of gender theories is crucial in the realm of literature, as they offer fresh lenses through which to interpret classic texts. These theories have pushed the boundaries of traditional analysis, prompting scholars and readers alike to re-evaluate characters, themes, and narratives from perspectives that challenge the status quo. The intersection of gender with class, race, and sexuality has brought to the fore the multifaceted nature of identity in literature, revealing layers of complexity previously overlooked or undervalued in canonical works. This question tests the depth of a candidate’s critical thinking and their ability to engage with literature in a way that reflects contemporary social awareness.

When responding, it’s essential to demonstrate a clear understanding of key gender theories and their historical development. Articulate how applying these theories to classic texts can reveal new meanings and resonate with modern audiences. Provide specific examples from literature to illustrate your points, showing an ability to think analytically about how gender dynamics operate within these works and the broader implications for understanding human experience through art.

Example: “ Gender theories, particularly those stemming from feminist and queer studies, have profoundly influenced our interpretation of classic texts by uncovering the often-subtle dynamics of gender and power embedded within them. For instance, applying a feminist lens to Jane Austen’s “Pride and Prejudice” not only highlights the limited roles available to women during the Regency era but also allows us to appreciate the subversive nature of Elizabeth Bennet’s character, who navigates and occasionally subverts these constraints. This reading foregrounds the novel’s engagement with women’s agency and the critique of the marriage market, themes that continue to resonate with contemporary discussions around gender equality.

Similarly, queer theory has offered new perspectives on texts such as Herman Melville’s “Moby-Dick,” where the intense homosocial bonds and Ishmael’s intimate relationship with Queequeg can be explored through the lens of homoeroticism, challenging traditional heteronormative interpretations. These theoretical frameworks not only enrich our understanding of the characters and their interpersonal dynamics but also allow us to reflect on the fluidity of gender and sexuality, fostering a more inclusive approach to literature that aligns with modern values of diversity and representation.”

8. Outline the impact of digital media on the evolution of storytelling techniques.

Storytelling has been revolutionized by digital media, transforming it from a linear, static experience into a dynamic, interactive one. The advent of digital platforms has introduced new formats like web series, podcasts, and interactive e-books, allowing storytellers to craft narratives that engage audiences in novel ways. These platforms not only change how stories are told but also how they are consumed, enabling immediate feedback and fostering a participatory culture where audiences contribute to the narrative. Digital media compels storytellers to consider the immediacy of their content, the potential for viral spread, and the diverse multimedia elements that can be integrated into their work.

When responding to this question, highlight your awareness of the profound shift from traditional print to digital storytelling. Discuss specific examples such as the use of social media to create transmedia storytelling experiences, the impact of gaming on narrative structures, or the way virtual reality is creating immersive storytelling opportunities. Emphasize your understanding of the skills necessary to engage with these new forms of storytelling and your flexibility in adapting to these ever-changing techniques. Show your appreciation for the traditional elements of storytelling that remain relevant, such as character development and plot, while also showcasing your enthusiasm for the creative possibilities that digital media introduces.

Example: “ Digital media has fundamentally transformed storytelling by expanding the narrative landscape and altering the way audiences engage with stories. For instance, the advent of transmedia storytelling allows for a narrative to be told across multiple digital platforms, creating an ecosystem where each medium contributes uniquely to the whole. A prime example of this is the way in which a franchise like Marvel disseminates its narrative through films, comic books, and online content, each offering a different entry point into the same universe and enhancing the audience’s engagement through a multi-layered experience.

Moreover, interactive storytelling, as seen in video games and virtual reality, has introduced non-linear narrative structures that empower audiences to influence the story’s outcome. This shift not only challenges the traditional author-audience relationship but also requires a reimagining of narrative techniques to accommodate user interactivity. The skills necessary to craft such stories involve a keen understanding of branching narratives and user experience design, ensuring that the story remains coherent and compelling regardless of the audience’s choices. Despite these advancements, the core tenets of storytelling, such as character arcs and thematic resonance, continue to underpin even the most avant-garde digital narratives, attesting to the enduring power of well-crafted stories.”

9. Which metrics do you consider when judging the success of a literary adaptation into film?

In analyzing a literary adaptation’s transition to film, the evaluator must weigh both fidelity to the source material and the cinematic execution’s success. The adaptation’s effectiveness is not solely measured by how closely it follows the original narrative, but also by its ability to capture the essence and themes of the work while offering a compelling visual and emotional experience to a potentially new audience. The metrics for success include critical reception, audience response, box office performance, and the film’s ability to stand independently from the book while still honoring its spirit.

In responding to this question, one should articulate a nuanced understanding of the balance between textual loyalty and creative interpretation. Discuss the importance of preserving the heart of the literary work while also appreciating the distinct storytelling tools cinema provides. Cite specific examples of adaptations that have successfully navigated this balance and reference any industry awards or notable achievements. Highlight personal criteria used to evaluate such adaptations, demonstrating an appreciation for both the literary and film mediums.

Example: “ When evaluating the success of a literary adaptation into film, I prioritize the fidelity of the adaptation to the spirit and thematic essence of the original work, rather than a strict adherence to its plot or character details. A successful adaptation should encapsulate the core emotional and intellectual experiences that the source material provides, while also leveraging the unique capabilities of film as a visual and auditory medium to enhance or reinterpret those experiences. For instance, the film “Blade Runner” diverges significantly from Philip K. Dick’s “Do Androids Dream of Electric Sheep?” in terms of plot and character, yet it captures the novel’s existential musings and atmospheric tension, making it a successful adaptation in my view.

In addition, I consider the critical reception and audience engagement with the film, including accolades such as Academy Awards or BAFTA nominations, which can reflect the adaptation’s technical and artistic achievements. For example, the film adaptation of “No Country for Old Men” not only remained true to the Cormac McCarthy’s narrative but also earned widespread critical acclaim for its direction, performances, and cinematography, all of which contributed to its success as an adaptation. My personal criteria also include the adaptability of the narrative structure and themes to the cinematic form, the performance of actors in capturing the essence of the characters, and the effectiveness of the film in standing as a distinct work of art, independent of the literature that inspired it.”

10. How does intertextuality play a part in creating depth within a work of literature?

Intertextuality is the shaping of a text’s meaning by another text. It involves the interplay between current works and the vast sea of literature that has come before. In literary analysis, intertextuality allows a piece to be understood in the context of earlier texts, thus enriching its layers and nuances. It creates a dialogue between works, bringing forward themes, styles, and historical discourse, and often provides a deeper appreciation of the new work by acknowledging its place within the literary tradition.

When responding to this question, focus on specific examples from literature where intertextuality has added layers of meaning to a work. Discuss how the referencing of other texts can alter the reader’s perception and interpretation, providing a richer reading experience. Highlight your understanding of how intertextuality can offer contemporary insights into classic texts and vice versa, illustrating the dynamic and evolving conversation within literature.

Example: “ Intertextuality serves as a literary mosaic, where the incorporation of one text within another enriches the narrative fabric, inviting readers to engage in a deeper dialogue with the work. Take, for instance, James Joyce’s “Ulysses,” which weaves a complex web of allusions to Homer’s “Odyssey.” This intertextual strategy not only recontextualizes the plot in a modern Dublin setting but also layers the characters’ experiences with mythic dimensions, challenging readers to consider the universality of human endeavors across time and space.

Similarly, T.S. Eliot’s “The Waste Land” exemplifies intertextuality by stitching together a tapestry of quotations and literary echoes ranging from Shakespeare to the Upanishads. This density of references transforms the poem into a meditation on cultural disintegration and the search for meaning, illustrating how the past informs the present. In both cases, intertextuality not only deepens the thematic resonance but also underscores the fluidity of literary influence, showcasing how texts converse across the ages, continually reshaping our understanding of the human condition.”

11. What strategies would you employ to teach symbolism in literature to students?

For students to grasp the deeper meanings and themes within literature, understanding symbolism is essential. It requires a level of abstract thinking and interpretation that is not always intuitive. A teacher needs to have a variety of strategies in their arsenal to help students bridge the gap between the literal and the symbolic, ensuring that students can both recognize symbols and also articulate their significance within a text. This question is posed to evaluate a candidate’s creativity, understanding of literary analysis, and their ability to make complex concepts accessible to a diverse range of learners.

When responding, it’s essential to outline specific, actionable teaching methods. You might discuss introducing symbolism through familiar objects and concepts before connecting these to literature. Use of comparative exercises, where students draw parallels between symbols in different texts, can also be effective. Interactive activities like group discussions, symbol hunting assignments, and the use of multimedia resources can engage students and solidify their understanding. It’s crucial to show you can scaffold learning from recognition to in-depth analysis, and adapt your strategies to suit various learning styles and abilities.

Example: “ To effectively teach symbolism in literature, I would begin by grounding the concept in everyday symbols that students already understand and interact with, such as signs, emojis, or national flags. This familiar territory provides a foundation for discussing the more complex symbols authors use to imbue their texts with deeper meaning. From this starting point, I would introduce literary symbols through carefully chosen texts that exemplify clear instances of symbolism.

Once students have a grasp of basic symbols, I would employ comparative exercises to highlight how similar symbols can carry different meanings across texts, cultures, or historical periods. This not only reinforces their understanding of symbolism but also encourages critical thinking and the development of analytical skills. To deepen their engagement, I would integrate interactive activities, such as symbol hunting assignments within a text, and group discussions to facilitate peer learning and multiple perspectives analysis. Additionally, multimedia resources like film clips or visual art can be powerful tools to illustrate the pervasive nature of symbols in all forms of storytelling. Throughout this process, I would scaffold learning to progress from recognition of symbols to an in-depth analysis of their significance and function within literature, ensuring that my teaching methods are adaptable to accommodate diverse learning styles and abilities.”

12. Evaluate the significance of magical realism as a tool for political commentary.

Authors use magical realism as a powerful literary device to explore and critique political realities within a framework that is not bound by the conventions of traditional realism. By blending the fantastic with the mundane, writers can highlight the absurdities and injustices of political systems, often in a way that resonates more deeply with readers due to its imaginative and emotionally evocative nature. The surreal elements often act as metaphors or allegories, giving voice to marginalized perspectives and questioning the status quo without the constraints of literal representation.

When responding to this question, it is important to articulate an understanding of how magical realism can be used to illuminate and challenge political issues. You might discuss specific examples from literature where magical elements underscore themes of power, corruption, resistance, or the impact of colonialism. Emphasize the efficacy of this narrative strategy in engaging readers and providing a unique, often subversive, commentary on political matters. Show appreciation for the genre’s capacity to reveal deeper truths about society through its imaginative approach.

Example: “ Magical realism serves as a potent narrative strategy for political commentary by embedding the extraordinary within the mundane to expose the surreal and often grotesque realities of political systems. This genre allows authors to transcend conventional limitations of time and space, creating a canvas where the real and the fantastical coalesce to reveal the complexities of power dynamics and social structures. For instance, Gabriel García Márquez’s “One Hundred Years of Solitude” employs magical realism to critique the perpetual cycle of political violence in Latin America, with its intergenerational tale reflecting the region’s turbulent history. The magical elements, such as levitating priests and prophetic manuscripts, are not mere embellishments but integral to understanding the cyclical nature of oppression and the blurred lines between myth and history in postcolonial societies.

The efficacy of magical realism in political commentary lies in its ability to engage readers on both an emotional and intellectual level. It challenges the reader’s perception of reality, compelling them to question the status quo by presenting an altered reality that highlights the absurdities and injustices of political systems. Salman Rushdie’s “Midnight’s Children,” for example, uses the fantastical story of children born at the moment of India’s independence with extraordinary abilities to explore the impacts of colonialism and the chaotic fragmentation of post-independence identities. Through such narratives, magical realism becomes a subversive tool that can critique power structures while avoiding direct confrontation, often bypassing censorship and engaging readers in a deeper dialogue about societal issues.”

13. Consider the importance of folklore in shaping national literatures.

Folklore serves as the collective memory and cultural DNA that informs a nation’s stories, providing a shared context from which authors can draw. The tapestry upon which national literatures often find their deepest colors and textures, folklore is not just relics of the past but is actively reinterpreted and woven into contemporary literature, reflecting and shaping the nation’s values, struggles, and identity. When discussing the importance of folklore in national literatures, one is recognizing the perpetual dialogue between ancient tradition and modern expression, a conversation that ensures the continuity and evolution of a culture’s narrative voice.

When responding to this question, it is crucial to refer to specific examples from the literature of the nation in question, illustrating how folklore themes and characters are adapted and reimagined to resonate with contemporary issues and audiences. Discuss the interplay between folklore and national literature in terms of themes such as morality, justice, and heroism, and consider how these traditional stories offer a sense of belonging and historical continuity. Reflect on your own experience with national literature and how folklore has shaped your understanding of the cultural and social fabric of the nation.

Example: “ Folklore serves as the bedrock upon which many national literatures are constructed, offering a repository of motifs, archetypes, and narratives that have been intricately woven into the fabric of cultural identity. For example, the Finnish national epic, “The Kalevala,” is a compendium of oral folklore and mythology that has profoundly influenced Finnish literature, contributing to the nation’s sense of identity and inspiring writers such as J.R.R. Tolkien. Similarly, the Brothers Grimm’s collection of Germanic folktales has not only preserved cultural heritage but also provided a framework for contemporary German literature to explore themes of morality and justice through a familiar yet adaptable lens.

In my engagement with Irish literature, the imprints of folklore are unmistakable, with texts often invoking characters like the púca and banshee or the mythic hero Cú Chulainn to navigate modern issues. This interplay is evident in the works of Yeats, whose poetry intertwines with Celtic mythology to address the quest for national identity amidst the tumult of the early 20th century. Through these narratives, folklore transcends its traditional boundaries, offering readers a sense of belonging while simultaneously challenging and redefining notions of heroism and morality in a contemporary context.”

14. Argue the merit of studying lesser-known authors alongside canonical writers.

Exploring literature from both celebrated authors and those less recognized offers a more comprehensive understanding of the literary landscape and its evolution. Studying a range of writers encourages critical thinking and challenges the established canon, potentially revealing biases and gaps in literary history. It also enriches students’ perspectives by exposing them to diverse voices and styles, which can foster empathy and a deeper appreciation for storytelling’s multifaceted nature. This question assesses the candidate’s appreciation for literary diversity and their approach to inclusivity in curriculum planning.

When responding, articulate your belief in a holistic literary education that values a spectrum of voices. Highlight how integrating lesser-known authors can illuminate themes and narratives that resonate with a wider array of students, thereby enhancing engagement. Emphasize your commitment to creating a dynamic and inclusive learning environment that not only respects the canon but also broadens it, preparing students to think critically about literature and its role in society.

Example: “ Studying lesser-known authors alongside canonical writers is essential for a comprehensive understanding of literature and its cultural contexts. The canon, while foundational, often represents a narrow and homogenous selection that overlooks the rich diversity of human experience. By incorporating works by lesser-known authors, we gain access to a multitude of voices and perspectives that challenge and enrich traditional narratives. This not only broadens the literary landscape but also encourages critical thinking as students examine why certain works have been historically marginalized and what this reveals about the society that produced them.

Integrating these authors provides a more accurate representation of the literary world, fostering inclusivity and engagement. When students see themselves and their experiences reflected in the curriculum, their connection to the material deepens, and literature becomes a more relevant and powerful tool for understanding the complexities of the human condition. Moreover, by expanding the canon, we prepare students to become more discerning readers and thinkers, capable of recognizing the value of diverse literary contributions and their impact on shaping a more inclusive and nuanced societal narrative.”

15. Propose methods by which translation can preserve poetic qualities across languages.

Translating poetry is an art that requires not only linguistic dexterity but also a deep understanding of culture, context, and the myriad subtleties that give poetry its power. The challenge lies in maintaining the original poem’s rhythm, structure, imagery, and emotional resonance, all while navigating the intricacies of linguistic idiosyncrasies. Effective translation goes beyond mere word-for-word conversion; it involves interpreting and conveying the poet’s voice, tone, and intent, which often demands creative solutions and a willingness to diverge from the literal to preserve the spirit of the piece.

When responding to this question, emphasize the importance of a holistic approach to translation. Discuss the need to first immerse oneself in the source material, understanding the poem’s themes, cultural nuances, and emotional undertones. Highlight the value of preserving literary devices such as meter, rhyme, and alliteration, even if that means deviating from the text to capture the essence of the poem’s sound and rhythm in the target language. Speak about collaborating with poets and literary experts, if possible, to gain insights into the intended impact of the original work. Finally, stress the significance of multiple revisions and feedback from native speakers to refine the translation and ensure it resonates with the new audience as deeply as the original did with its own.

Example: “ In approaching the translation of poetry, it is crucial to maintain the delicate balance between fidelity to the source text and the conveyance of its aesthetic qualities. To preserve the poetic qualities across languages, one must first deeply understand the interplay of form and content in the original work. This involves a comprehensive analysis of the poem’s structure, rhythm, and sound patterns, as well as its thematic depth and cultural context. Only with this foundation can a translator begin to recreate the poem’s essence in another language.

The translation process should be dynamic, allowing for creative solutions that honor the poem’s original music. This might involve employing analogous literary devices in the target language that evoke a similar sensory experience, even if they are not direct translations of the original. For example, if a direct translation of a rhyme scheme is impossible without sacrificing meaning, an alternative scheme that provides a comparable auditory effect may be used. Collaboration with poets and literary scholars can offer valuable insights into the nuances of the original work, ensuring that the translation resonates with the same emotional and intellectual impact. Iterative revisions, informed by feedback from native speakers, are essential to refine the translation, ensuring that it stands on its own as a work of art in the target language.”

16. How would you integrate reader-response criticism into a literature curriculum?

Reader-response criticism emphasizes the reader’s role in interpreting texts, acknowledging that readers bring their own experiences, emotions, and imagination to their understanding of literature. It’s a valuable tool in literature education because it encourages active engagement and personal connection to the text, fostering a more immersive and meaningful learning experience. This approach can help students develop critical thinking skills and a deeper appreciation for literature as they explore how their interpretations can vary from those of their peers.

When responding to this question, focus on practical strategies for incorporating reader-response criticism into the curriculum. Discuss creating assignments that ask students to relate their personal experiences to the text, facilitating classroom discussions that explore different interpretations, and encouraging reflective writing that allows students to delve into their subjective responses. Highlight how these methods not only make the learning process more student-centered but also help learners see the relevance of literature in their own lives.

Example: “ Integrating reader-response criticism into a literature curriculum can be accomplished by designing activities that prioritize students’ personal engagement with texts. For instance, I would implement reflective journals where students articulate their emotional and intellectual reactions to readings, thereby foregrounding their subjective experiences. This practice not only validates individual interpretations but also fosters a deeper connection between the student and the literature.

In classroom discussions, I would encourage a multiplicity of perspectives by posing open-ended questions that prompt students to consider how their backgrounds and identities shape their understanding of a text. This approach not only democratizes the interpretive process but also illuminates the text’s multifaceted nature. Moreover, by assigning comparative analysis essays, students can juxtapose their responses with critical perspectives, thereby situating personal engagement within a broader literary discourse. These strategies collectively ensure that reader-response criticism is not just an abstract theory but a lived practice that enhances students’ appreciation of literature’s relevance to their own lives.”

17. What are the challenges in interpreting allegorical content in medieval texts?

Allegorical interpretation requires a deep understanding of the cultural, religious, and philosophical context of the period in which a text was written. Medieval texts are often densely layered with symbolism that reflects the prevailing ideologies and cosmologies of the time. A challenge arises from the need to transcend modern perspectives and biases to truly grasp the intended messages and lessons that medieval authors embedded in their allegories. Additionally, the linguistic evolution over centuries can obscure the original meanings and nuances, making it essential for the interpreter to have not only linguistic proficiency but also historical insight.

When responding, demonstrate your knowledge of medieval history and your ability to consider multiple interpretations of a text. Show your familiarity with the original language of the text, if applicable, and describe your approach to researching and understanding the context in which the work was created. Highlight your critical thinking skills and your willingness to engage with complex, multifaceted material. Provide examples of your past experiences with interpreting allegorical content and discuss the strategies you use to ensure a faithful rendering of the author’s original intent.

Example: “ Interpreting allegorical content in medieval texts presents a unique set of challenges, primarily due to the cultural, historical, and linguistic distance from the modern reader. One must navigate the intricate web of symbolism that medieval authors employed, which often reflects a worldview steeped in religious and philosophical ideas that are foreign or obsolete today. For instance, the allegorical figures in Dante’s “Divine Comedy” or the dream visions in Chaucer’s “The Canterbury Tales” require a deep understanding of Christian theology, medieval cosmology, and the societal norms of the period.

To address these challenges, I engage in a rigorous examination of the historical context, drawing upon contemporaneous theological, philosophical, and literary works to inform my interpretation. This involves a thorough analysis of the original language, as nuances in Middle English or medieval Italian can significantly alter the meaning of allegorical references. I also cross-reference interpretations from different periods to understand how readings have evolved over time. In my experience with texts like “Piers Plowman” and “The Book of the City of Ladies,” I’ve found that a multidisciplinary approach, incorporating perspectives from history, art, and theology, is essential to unraveling the layers of meaning and ensuring a faithful rendering of the author’s intent.”

18. Determine the influence of psychoanalytic theory on character development analysis.

Applying psychoanalytic theory to character development offers a profound layer of depth to literary analysis, revealing the subconscious motivations and conflicts that drive characters’ actions. This approach, rooted in the works of Freud, Jung, and their successors, allows for an exploration of the human psyche’s complexities as reflected in literature. The theory posits that characters, much like real people, have desires, fears, and internal struggles that are often hidden beneath the surface of their conscious actions. An interviewer posing this question is looking for your ability to apply this nuanced perspective to character analysis, which can be particularly insightful when discussing themes of identity, memory, and desire in literature.

When responding, articulate your understanding of key psychoanalytic concepts such as the id, ego, and superego, and how they might manifest in a character’s behavior. Use examples from literary texts where psychoanalytic theory provided a unique insight into character development. Show how this approach has enriched your interpretation of characters’ actions and growth throughout a story, potentially uncovering thematic elements that might not be immediately apparent through other analytical lenses.

Example: “ Psychoanalytic theory, particularly the concepts of the id, ego, and superego, offers profound insights into character development by revealing the inner conflicts and motivations that drive a character’s actions. For instance, Dostoevsky’s Raskolnikov in “Crime and Punishment” embodies the tumultuous struggle between his id, which urges him towards the transgressive act of murder, and his superego, which manifests in his guilt and eventual confession. The ego’s attempt to reconcile these opposing forces is evident throughout his psychological turmoil, illuminating the character’s complexity and the novel’s exploration of moral and existential themes.

In Shakespeare’s “Hamlet,” the prince’s procrastination and erratic behavior can be viewed through the lens of a conflicted ego, caught between an id that demands vengeance and a superego that imposes moral and ethical considerations. This psychoanalytic perspective enriches our understanding of Hamlet’s indecision and the play’s broader commentary on the human condition. By applying such theories to character analysis, we uncover deeper thematic layers and appreciate the subtleties of human psychology that drive narrative progression.”

19. Analyze the ethical implications of writing autobiographical fiction.

Autobiographical fiction often leads to ethical dilemmas regarding privacy, consent, and the potential misrepresentation of events or characters based on real people, as it blurs the line between fact and imagination. Authors who tread this path must carefully navigate the responsibility they have toward those who may recognize themselves or their experiences in the narrative. The ethical implications extend to the readers as well, who might struggle to discern truth from embellishment, thereby influencing their perception of the characters and events portrayed.

When responding to this question, it’s essential to convey an understanding of the delicate balance between artistic freedom and ethical considerations. One might discuss the importance of respecting the privacy and integrity of real individuals while also exploring the ways in which personal experiences can enrich and inform one’s writing. It could be helpful to mention any personal strategies for addressing these ethical concerns, such as altering identifying details or discussing the work with those who might be affected before publication.

Example: “ Autobiographical fiction occupies a unique space where the personal and the invented coalesce, creating a narrative that resonates with authenticity while allowing for creative liberty. The ethical implications of this genre hinge on the author’s responsibility towards the truth and the individuals who inhabit their real world. While the genre permits a reimagining of events and characters, it is incumbent upon the writer to navigate the fine line between artistic expression and potential harm or misrepresentation of real people. This becomes particularly complex when the narrative intersects with contentious or traumatic events, where the portrayal may have real-world repercussions for the individuals involved.

To ethically engage with autobiographical fiction, I employ strategies such as altering distinguishing characteristics and obtaining consent where possible, ensuring that my narratives, while inspired by true events, do not impinge on the privacy or agency of real individuals. Additionally, I consider the broader social implications of my work, recognizing that fiction often contributes to societal discourse and thus carries a weight of responsibility. In crafting these narratives, I aim to maintain a balance between the integrity of the depicted experiences and the creative embellishments that serve the story, all the while adhering to a core ethical framework that respects the people and relationships that have shaped my life.”

20. Examine the relationship between epistolary form and emotional authenticity in novels.

The epistolary form, which involves the use of letters or diary entries in novels, allows for a profound exploration of characters’ intimate thoughts and feelings, unmediated by a narrator’s interpretation. This format provides readers with direct access to a character’s emotions, fostering a sense of authenticity and immediacy. Authors leverage this to create a powerful connection between the reader and the character, making the emotional landscape of the novel more compelling and believable. The question invites an analysis of how this narrative technique impacts the reader’s perception of characters’ sincerity and the overall emotional resonance of the work.

When responding to this question, focus on specific examples from literature where the epistolary form amplifies the emotional stakes of the narrative. Discuss how the direct expression of a character’s thoughts and feelings in letters or diary entries establishes a personal connection with the reader. Highlight the way this form can both enhance the realism of a character’s psychological state and manipulate the reader’s emotional response. It’s important to articulate how this form allows for an exploration of multiple perspectives, and how it can add layers of complexity to the understanding of character motivations and relationships within the novel.

Example: “ The epistolary form, by its very nature, lends a veneer of intimacy and immediacy to a narrative, often heightening the emotional authenticity of a novel. Take, for instance, the raw emotional landscape charted in Alice Walker’s “The Color Purple.” Through Celie’s letters to God and her sister Nettie, readers are privy to the unfiltered internal struggles and triumphs of the protagonist. This direct access to Celie’s voice fosters a deep empathetic connection, as the reader is not merely an observer but a confidante.

In contrast, the use of letters in “Les Liaisons Dangereuses” by Choderlos de Laclos showcases the potential for manipulation inherent in the epistolary form. The characters’ letters are strategic, often crafted to deceive one another or to present a facade to the reader. This manipulation of the reader’s trust and emotions underscores the novel’s themes of seduction and betrayal. The epistolary form, therefore, not only serves to convey emotional authenticity but can also be a tool for characters to wield influence, thereby adding a layer of psychological complexity to the narrative.”

5 Steps to Begin the Literature Review

There are five steps that one should follow before preparing to conduct the literature review :

Identify all the literature relevant to your topic of interest. Explore all the different types of literature including theoretical literature, applied literature, literature that talks about research methods, or a combination thereof.
Using multiple keywords and strategies capture the most accurate and relevant data. Conduct an extensive search in multi-disciplinary databases.
Group your findings into a detailed summary of what is known and what needs to be explored.
Identify existing gaps or any unresolved issues
Formulate broad questions that warrant further research

How to Best Critique a Research paper

For extracting maximum information from a research paper , researchers must ask the following questions!

Has the author formulated an appropriate research question based on the problem/issue?
Is the research question clearly defined in terms of its scope and relevance?
Was there an alternative or better perspective to approach the research question?
What is the author’s orientation towards the research problem – is it a critical analysis or interpretation based?
Has the author extensively evaluated the literature considering both latest and relevant articles?
How has the author defined the basic components (population, interventions, outcomes) of the study? Are the measurements valid, accurate and statistically significant? Are the conclusions based accurate interpretations of the data?
Is there an objective based, unbiased reasoning provided for the problem statement or is the author merely attempting to prove his/her preconceived beliefs and opinions?
How does this article contribute to your understanding of the research problem?
What are the strengths, limitations and shortcomings of the study?

10 Questions for a Comprehensive Literature Review

1. Do I have clearly defined research aims prior to commencing the review?

It is important to choose a focused question that can efficiently direct your search. It can assist you to create a list of keywords related to your research problem. Furthermore, it helps in identifying relevant databases to search for related journals and articles.

2. Have I correctly identified all the sources that will help me define my problem statement or research question?

Literature is not limited to journal articles, thesis, and dissertations. One should also refer to credible internet sources, conference proceedings that provide latest unpublished papers, as well as government and corporate reports. Books, although do not have latest information, can serve as a good starting point to read background information.

3. Have I considered all kinds of literature – including both qualitative and quantitative research articles?

An exhaustive literature survey helps you position your research within the context of existing literature effectively creating a case as to why further study is necessary. Your search has to be robust enough to ensure that you have browsed through all the relevant and latest articles. Rather than reading everything, researchers must refer and follow the most relevant work!

4. Do I have enough empirical or theoretical evidence to support my hypothesis?

Discovering new patterns and trends becomes easy if you gather credible evidence from earlier works. Furthermore, it helps in rationalizing the significance of your study.

5. Have I identified all the major inconsistencies or other shortcomings related to my research topic?

Researchers should not only refer to articles that present supporting evidence but also focus on those that provide inconclusive or contradictory information. It helps to identify any open questions left by researchers in previous studies.

6. Is my relationship diagram ready?

A relationship diagram is an effective way of recognizing links between different elements of a complex research topic. It is an immensely important tool that helps in clarifying and structuring research specific findings and interpretations at various stages of the project. It is an effective way of representing your current understanding of the research topic. In addition, a good relationship diagram can help you find new insights owing to a clear picture of all the probable relationships between key concepts, variables and key factors.

7. Have I gathered sufficient evidence from the literature about the accuracy and validity of the designs or methods that I plan to use in my experiments?

It is paramount to use methodologies and research techniques that have scientific reliability. Moreover, since methods especially used in qualitative research are often more subjective, it becomes crucial for researchers to reflect on the approach and explain the criteria for selecting a particular method.

8. Have I identified the purpose for which articles have been shortlisted for literature review?

You can expedite your literature writing process if you tag your articles based on its purpose of inclusion in the review report. Following are the tags that can be added to articles:

Show how latest developments or develop a theoretical base to your study
Demonstrate limitations, inconsistencies or shortcomings of previous studies
Critique or support certain methods or findings
Replicate the study in a different setting (region/population)
Indicate how the study supports or contradicts your findings
Use it as a reference to further build your research
Provide a general understanding of concerns relevant to your research topic

9. Have I recorded all the bibliographic information regarding my information sources?

Recording and cataloguing your bibliographical details and references is absolutely crucial for every researcher. You may use commercial software such as Reference manager, End Note, and Pro Cite to manage your references. Furthermore, you may also keep a record of keyword searches that you have performed.

10. Will my literature review reflect a report that is created after a through critical analysis of the literature?

An excellent literature review must be structured, logical, and coherent. It is a great opportunity to demonstrate that you have critically analyzed and understood the relevant body of literature underpinning your research. It is important to structure your literature into appropriate sections that discuss themes or presents trends. Grouping your literature helps in indicating relationships and making comparisons.

Still have more queries related to literature review and synthesis? Post your queries here and our experts will be happy to answer them! You can also visit our Q&A forum for frequently asked questions related to research writing and publishing answered by our team that comprises subject-matter experts, eminent researchers, and publication experts.

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How to Write a Literature Review | Guide, Examples, & Templates

How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

Search for relevant literature
Evaluate sources
Identify themes, debates, and gaps
Outline the structure
Write your literature review

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

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What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

Quick Run-through
Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

Demonstrate your familiarity with the topic and its scholarly context
Develop a theoretical framework and methodology for your research
Position your work in relation to other researchers and theorists
Show how your research addresses a gap or contributes to a debate
Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

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Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
Body image, self-perception, self-esteem, mental health
Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

Your university’s library catalogue
Google Scholar
Project Muse (humanities and social sciences)
Medline (life sciences and biomedicine)
EconLit (economics)
Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

What question or problem is the author addressing?
What are the key concepts and how are they defined?
What are the key theories, models, and methods?
Does the research use established frameworks or take an innovative approach?
What are the results and conclusions of the study?
How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
Themes: what questions or concepts recur across the literature?
Debates, conflicts and contradictions: where do sources disagree?
Pivotal publications: are there any influential theories or studies that changed the direction of the field?
Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

Most research has focused on young women.
There is an increasing interest in the visual aspects of social media.
But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

Look at what results have emerged in qualitative versus quantitative research
Discuss how the topic has been approached by empirical versus theoretical scholarship
Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
Critically evaluate: mention the strengths and weaknesses of your sources
Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Sampling methods
Simple random sampling
Stratified sampling
Cluster sampling
Likert scales
Reproducibility

Statistics

Null hypothesis
Statistical power
Probability distribution
Effect size
Poisson distribution

Research bias

Optimism bias
Cognitive bias
Implicit bias
Hawthorne effect
Anchoring bias
Explicit bias

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

To familiarize yourself with the current state of knowledge on your topic
To ensure that you’re not just repeating what others have already done
To identify gaps in knowledge and unresolved problems that your research can address
To develop your theoretical framework and methodology
To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other academic texts , with an introduction , a main body, and a conclusion .

An annotated bibliography is a list of source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a paper .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, September 11). How to Write a Literature Review | Guide, Examples, & Templates. Scribbr. Retrieved September 9, 2024, from https://www.scribbr.com/dissertation/literature-review/

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literature interview questions

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Literature Interview Tips (English)

“How can I prepare when the interviewer could ask me absolutely anything about English?”

By understanding how the interview works and, crucially, what it is that the interviewer is looking for. The interviewer is not looking to catch you out, but rather for you to demonstrate your curiosity, knowledge and passion for English.

“How am I able to do that?”

Show that you enjoy studying English independently The easiest way to demonstrate your enthusiasm for English is to show that you are self-motivated and have studied the subject in your free-time for enjoyment – for example through online lectures and independent reading. If you don’t know where to start, review our suggested reading list below.

Demonstrate your subject knowledge about and passion for English The key to answering these questions is to always demonstrate your thought process aloud. The interviewer does not expect you to be able to answer every question immediately, but rather wants to determine that you are able to think about and work on unknown topics with confidence, intelligence and clarity – and they won’t be able to do that if you sit in silence! Use the list of questions below to prepare. Perhaps you can have a friend or relative ask you these questions so that you can develop your skills of thinking under time pressure and speaking out loud.

Example: “I once read an article online about how to write better dialogue. I thought it was so helpful because I’d been struggling with my characters’ conversations for a while. After reading that article, I applied some of its tips to my next story and noticed a huge improvement. It made me realize that there are always new ways to improve our writing.”

Example: “Authors have a responsibility to write books that are entertaining and engaging. They should also be respectful of other authors’ works and not plagiarize or copy them in any way. I think it’s important to understand that when we publish our work, we’re representing ourselves and the entire literary community. We need to make sure that what we’re putting out there is quality work.”

Literary terms are often used in the publishing industry, so interviewers may ask you to define or describe a few of them. This question is asking about two literary terms that have similar definitions but different applications. Use examples from your experience to explain what each term means and how it’s used.

Example: “Drama is one of the three main categories of literature. It’s defined as any work that focuses on conflict between characters. Drama differs from tragedy because it has a happy ending. Tragedy is defined as any work that ends in death or failure. Comedy is another form of drama that ends happily.”

Example: “I have read many of his plays, but I am still confused about some of the characters. For example, in ‘Romeo and Juliet,’ Mercutio seems like he’s one character, but then later it seems like he’s Romeo’s friend. I’m not sure if there was another character with the same name or if Shakespeare just changed his mind.”

Author Interview Questions about Their Book

1. How many books have you written and which is your favorite?

2. What part of the book did you have the hardest time writing?

3. What part of the book was the most fun to write?

4. Which of the characters do you relate to the most and why?

5. If you’re planning a sequel, can you share a tiny bit about your plans for it?

6. What is a significant way your book has changed since the first draft?

7. What perspectives or beliefs have you challenged with this work?

8. What inspired the idea for your book?

9. How would you describe your book’s ideal reader?

10. How much research did you need to do for your book?

11. How important was professional editing to your book’s development?

12. What was your hardest scene to write, and why?

13. What characters in your book are most similar to you or to people you know?

15. How did you come up with the title for your book?

16. Would you and your main character get along?

17. If you could meet your characters, what would you say to them?

1. What is your writing process like? Are you more of a plotter or a pantser?

2. What do you need in your writing space to help you stay focused?

3. If you were to write a spin-off about a side character, which would you pick?

4. If you could spend a day with another popular author, whom would you choose?

5. What is your schedule like when you’re writing a book?

6. Have you ever traveled as research for your book?

7. What’s your favorite writing snack or drink?

8. How do you celebrate when you finish your book?

9. What do you think of NaNoWriMo? Worth it?

10. What is your kryptonite as a writer?

11. What risks have you taken with your writing that have paid off?

12. When was the last time you Googled yourself and what did you find?

13. Which of your characters are most likely to be an activist, and what kind?

14. Do you play music while you write — and, if so, what’s your favorite?

15. Have pets ever gotten in the way of your writing?

16. If your book were made into a movie, which actors would play your characters?

17. Have you ever killed off a character your readers loved?

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That actually explain what's on your next test, literature review, from class:, art of the interview.

A literature review is a comprehensive overview of existing research and publications on a specific topic, summarizing key findings and identifying gaps in knowledge. It serves as a critical foundation for understanding the current state of research, guiding future inquiries, and informing decision-making processes.

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A literature review synthesizes previous research to establish a context for new studies, helping to justify why new research is necessary.
It includes various types of sources, such as journal articles, books, conference papers, and theses, ensuring a diverse perspective on the topic.
The process of conducting a literature review often involves organizing sources thematically or methodologically, which aids in identifying patterns and trends.
Literature reviews can be standalone documents or part of larger works like dissertations, theses, or research proposals.
They not only summarize existing knowledge but also critique methodologies and findings, providing insights into the quality of past research.

Review Questions

A literature review systematically evaluates and summarizes the current body of knowledge on a specific topic, making it easier to spot areas that lack sufficient exploration or understanding. By analyzing existing studies, researchers can highlight inconsistencies, limitations, or questions that have not yet been addressed. This process helps in justifying the need for new research efforts aimed at filling these identified gaps.
Peer-reviewed sources are crucial for a literature review because they have undergone rigorous evaluation by experts in the field, ensuring their credibility and reliability. Incorporating these sources strengthens the validity of the literature review by providing well-established findings that can be trusted. Additionally, utilizing peer-reviewed studies allows researchers to build on solid foundations while contributing to ongoing scholarly conversations.
An annotated bibliography provides a list of sources along with summaries and evaluations of each entry, focusing more on individual works rather than synthesizing them into a cohesive overview like a literature review does. While both serve essential roles in the research process, the annotated bibliography helps researchers critically assess their sources' relevance and quality before incorporating them into a larger literature review. This step enhances the depth of analysis in the final review by ensuring that only high-quality and pertinent works are considered.

Related terms

Research Gap : An area where no or limited research exists, highlighting the need for further investigation to advance knowledge in that field.

Peer Review : The process where academic work or research is evaluated by experts in the field before publication to ensure quality and validity.

Annotated Bibliography : A list of sources accompanied by summaries and evaluations, providing context and insight into each source's relevance to a specific research question.

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A literature review surveys prior research published in books, scholarly articles, and any 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 in relation to the research problem being investigated. Literature reviews are designed to provide an overview of sources you have used in researching a particular topic and to demonstrate to your readers how your research fits within existing scholarship about the topic.

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . Fourth edition. Thousand Oaks, CA: SAGE, 2014.

Importance of a Good Literature Review

A literature review may consist of simply a summary of key sources, but in the social sciences, a literature review usually has an organizational pattern and combines both summary and synthesis, often within specific conceptual categories . A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that informs how you are planning to investigate a research problem. The analytical features of a literature review might:

Give a new interpretation of old material or combine new with old interpretations,
Trace the intellectual progression of the field, including major debates,
Depending on the situation, evaluate the sources and advise the reader on the most pertinent or relevant research, or
Usually in the conclusion of a literature review, identify where gaps exist in how a problem has been researched to date.

Given this, the purpose of a literature review is to:

Place each work in the context of its contribution to understanding the research problem being studied.
Describe the relationship of each work to the others under consideration.
Identify new ways to interpret prior research.
Reveal any gaps that exist in the literature.
Resolve conflicts amongst seemingly contradictory previous studies.
Identify areas of prior scholarship to prevent duplication of effort.
Point the way in fulfilling a need for additional research.
Locate your own research within the context of existing literature [very important].

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper. 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . Los Angeles, CA: SAGE, 2011; Knopf, Jeffrey W. "Doing a Literature Review." PS: Political Science and Politics 39 (January 2006): 127-132; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012.

Types of Literature Reviews

It is important to think of knowledge in a given field as consisting of three layers. First, there are the primary studies that researchers conduct and publish. Second are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the primary studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally among scholars that become part of the body of epistemological traditions within the field.

In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews. Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are a number of approaches you could adopt depending upon the type of analysis underpinning your study.

Argumentative Review This form examines literature selectively in order to support or refute an argument, deeply embedded assumption, or philosophical problem already established in the literature. The purpose is to develop a body of literature that establishes a contrarian viewpoint. Given the value-laden nature of some social science research [e.g., educational reform; immigration control], argumentative approaches to analyzing the literature can be a legitimate and important form of discourse. However, note that they can also introduce problems of bias when they are used to make summary claims of the sort found in systematic reviews [see below].

Integrative Review Considered a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated. The body of literature includes all studies that address related or identical hypotheses or research problems. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication. This is the most common form of review in the social sciences.

Historical Review Few things rest in isolation from historical precedent. Historical literature reviews focus on examining research throughout a period of time, often starting with the first time an issue, concept, theory, phenomena emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and to identify the likely directions for future research.

Methodological Review A review does not always focus on what someone said [findings], but how they came about saying what they say [method of analysis]. Reviewing methods of analysis provides a framework of understanding at different levels [i.e. those of theory, substantive fields, research approaches, and data collection and analysis techniques], how researchers draw upon a wide variety of knowledge ranging from the conceptual level to practical documents for use in fieldwork in the areas of ontological and epistemological consideration, quantitative and qualitative integration, sampling, interviewing, data collection, and data analysis. This approach helps highlight ethical issues which you should be aware of and consider as you go through your own study.

Systematic Review This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research, and to collect, report, and analyze data from the studies that are included in the review. The goal is to deliberately document, critically evaluate, and summarize scientifically all of the research about a clearly defined research problem . Typically it focuses on a very specific empirical question, often posed in a cause-and-effect form, such as "To what extent does A contribute to B?" This type of literature review is primarily applied to examining prior research studies in clinical medicine and allied health fields, but it is increasingly being used in the social sciences.

Theoretical Review The purpose of this form is to examine the corpus of theory that has accumulated in regard to an issue, concept, theory, phenomena. The theoretical literature review helps to establish what theories already exist, the relationships between them, to what degree the existing theories have been investigated, and to develop new hypotheses to be tested. Often this form is used to help establish a lack of appropriate theories or reveal that current theories are inadequate for explaining new or emerging research problems. The unit of analysis can focus on a theoretical concept or a whole theory or framework.

NOTE: Most often the literature review will incorporate some combination of types. For example, a review that examines literature supporting or refuting an argument, assumption, or philosophical problem related to the research problem will also need to include writing supported by sources that establish the history of these arguments in the literature.

Baumeister, Roy F. and Mark R. Leary. "Writing Narrative Literature Reviews." Review of General Psychology 1 (September 1997): 311-320; Mark R. Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Kennedy, Mary M. "Defining a Literature." Educational Researcher 36 (April 2007): 139-147; Petticrew, Mark and Helen Roberts. Systematic Reviews in the Social Sciences: A Practical Guide . Malden, MA: Blackwell Publishers, 2006; Torracro, Richard. "Writing Integrative Literature Reviews: Guidelines and Examples." Human Resource Development Review 4 (September 2005): 356-367; Rocco, Tonette S. and Maria S. Plakhotnik. "Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions." Human Ressource Development Review 8 (March 2008): 120-130; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

Structure and Writing Style

I. Thinking About Your Literature Review

The structure of a literature review should include the following in support of understanding the research problem :

An overview of the subject, issue, or theory under consideration, along with the objectives of the literature review,
Division of works under review into themes or categories [e.g. works that support a particular position, those against, and those offering alternative approaches entirely],
An explanation of how each work is similar to and how it varies from the others,
Conclusions as to which pieces are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research.

The critical evaluation of each work should consider :

Provenance -- what are the author's credentials? Are the author's arguments supported by evidence [e.g. primary historical material, case studies, narratives, statistics, recent scientific findings]?
Methodology -- were the techniques used to identify, gather, and analyze the data appropriate to addressing the research problem? Was the sample size appropriate? Were the results effectively interpreted and reported?
Objectivity -- is the author's perspective even-handed or prejudicial? Is contrary data considered or is certain pertinent information ignored to prove the author's point?
Persuasiveness -- which of the author's theses are most convincing or least convincing?
Validity -- are the author's arguments and conclusions convincing? Does the work ultimately contribute in any significant way to an understanding of the subject?

II. Development of the Literature Review

Four Basic Stages of Writing 1. Problem formulation -- which topic or field is being examined and what are its component issues? 2. Literature search -- finding materials relevant to the subject being explored. 3. Data evaluation -- determining which literature makes a significant contribution to the understanding of the topic. 4. Analysis and interpretation -- discussing the findings and conclusions of pertinent literature.

Consider the following issues before writing the literature review: Clarify If your assignment is not specific about what form your literature review should take, seek clarification from your professor by asking these questions: 1. Roughly how many sources would be appropriate to include? 2. What types of sources should I review (books, journal articles, websites; scholarly versus popular sources)? 3. Should I summarize, synthesize, or critique sources by discussing a common theme or issue? 4. Should I evaluate the sources in any way beyond evaluating how they relate to understanding the research problem? 5. Should I provide subheadings and other background information, such as definitions and/or a history? Find Models Use the exercise of reviewing the literature to examine how authors in your discipline or area of interest have composed their literature review sections. Read them to get a sense of the types of themes you might want to look for in your own research or to identify ways to organize your final review. The bibliography or reference section of sources you've already read, such as required readings in the course syllabus, are also excellent entry points into your own research. Narrow the Topic The narrower your topic, the easier it will be to limit the number of sources you need to read in order to obtain a good survey of relevant resources. Your professor will probably not expect you to read everything that's available about the topic, but you'll make the act of reviewing easier if you first limit scope of the research problem. A good strategy is to begin by searching the USC Libraries Catalog for recent books about the topic and review the table of contents for chapters that focuses on specific issues. You can also review the indexes of books to find references to specific issues that can serve as the focus of your research. For example, a book surveying the history of the Israeli-Palestinian conflict may include a chapter on the role Egypt has played in mediating the conflict, or look in the index for the pages where Egypt is mentioned in the text. Consider Whether Your Sources are Current Some disciplines require that you use information that is as current as possible. This is particularly true in disciplines in medicine and the sciences where research conducted becomes obsolete very quickly as new discoveries are made. However, when writing a review in the social sciences, a survey of the history of the literature may be required. In other words, a complete understanding the research problem requires you to deliberately examine how knowledge and perspectives have changed over time. Sort through other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to explore what is considered by scholars to be a "hot topic" and what is not.

III. Ways to Organize Your Literature Review

Chronology of Events If your review follows the chronological method, you could write about the materials according to when they were published. This approach should only be followed if a clear path of research building on previous research can be identified and that these trends follow a clear chronological order of development. For example, a literature review that focuses on continuing research about the emergence of German economic power after the fall of the Soviet Union. By Publication Order your sources by publication chronology, then, only if the order demonstrates a more important trend. For instance, you could order a review of literature on environmental studies of brown fields if the progression revealed, for example, a change in the soil collection practices of the researchers who wrote and/or conducted the studies. Thematic [“conceptual categories”] A thematic literature review is the most common approach to summarizing prior research in the social and behavioral sciences. Thematic reviews are organized around a topic or issue, rather than the progression of time, although the progression of time may still be incorporated into a thematic review. For example, a review of the Internet’s impact on American presidential politics could focus on the development of online political satire. While the study focuses on one topic, the Internet’s impact on American presidential politics, it would still be organized chronologically reflecting technological developments in media. The difference in this example between a "chronological" and a "thematic" approach is what is emphasized the most: themes related to the role of the Internet in presidential politics. Note that more authentic thematic reviews tend to break away from chronological order. A review organized in this manner would shift between time periods within each section according to the point being made. Methodological A methodological approach focuses on the methods utilized by the researcher. For the Internet in American presidential politics project, one methodological approach would be to look at cultural differences between the portrayal of American presidents on American, British, and French websites. Or the review might focus on the fundraising impact of the Internet on a particular political party. A methodological scope will influence either the types of documents in the review or the way in which these documents are discussed.

Other Sections of Your Literature Review Once you've decided on the organizational method for your literature review, the sections you need to include in the paper should be easy to figure out because they arise from your organizational strategy. In other words, a chronological review would have subsections for each vital time period; a thematic review would have subtopics based upon factors that relate to the theme or issue. However, sometimes you may need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. However, only include what is necessary for the reader to locate your study within the larger scholarship about the research problem.

Here are examples of other sections, usually in the form of a single paragraph, you may need to include depending on the type of review you write:

Current Situation : Information necessary to understand the current topic or focus of the literature review.
Sources Used : Describes the methods and resources [e.g., databases] you used to identify the literature you reviewed.
History : The chronological progression of the field, the research literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology.
Selection Methods : Criteria you used to select (and perhaps exclude) sources in your literature review. For instance, you might explain that your review includes only peer-reviewed [i.e., scholarly] sources.
Standards : Description of the way in which you present your information.
Questions for Further Research : What questions about the field has the review sparked? How will you further your research as a result of the review?

IV. Writing Your Literature Review

Once you've settled on how to organize your literature review, you're ready to write each section. When writing your review, keep in mind these issues.

Use Evidence A literature review section is, in this sense, just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence [citations] that demonstrates that what you are saying is valid. Be Selective Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the research problem, whether it is thematic, methodological, or chronological. Related items that provide additional information, but that are not key to understanding the research problem, can be included in a list of further readings . Use Quotes Sparingly Some short quotes are appropriate if you want to emphasize a point, or if what an author stated cannot be easily paraphrased. Sometimes you may need to quote certain terminology that was coined by the author, is not common knowledge, or taken directly from the study. Do not use extensive quotes as a substitute for using your own words in reviewing the literature. Summarize and Synthesize Remember to summarize and synthesize your sources within each thematic paragraph as well as throughout the review. Recapitulate important features of a research study, but then synthesize it by rephrasing the study's significance and relating it to your own work and the work of others. Keep Your Own Voice While the literature review presents others' ideas, your voice [the writer's] should remain front and center. For example, weave references to other sources into what you are writing but maintain your own voice by starting and ending the paragraph with your own ideas and wording. Use Caution When Paraphrasing When paraphrasing a source that is not your own, be sure to represent the author's information or opinions accurately and in your own words. Even when paraphrasing an author’s work, you still must provide a citation to that work.

V. Common Mistakes to Avoid

These are the most common mistakes made in reviewing social science research literature.

Sources in your literature review do not clearly relate to the research problem;
You do not take sufficient time to define and identify the most relevant sources to use in the literature review related to the research problem;
Relies exclusively on secondary analytical sources rather than including relevant primary research studies or data;
Uncritically accepts another researcher's findings and interpretations as valid, rather than examining critically all aspects of the research design and analysis;
Does not describe the search procedures that were used in identifying the literature to review;
Reports isolated statistical results rather than synthesizing them in chi-squared or meta-analytic methods; and,
Only includes research that validates assumptions and does not consider contrary findings and alternative interpretations found in the literature.

Cook, Kathleen E. and Elise Murowchick. “Do Literature Review Skills Transfer from One Course to Another?” Psychology Learning and Teaching 13 (March 2014): 3-11; Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . London: SAGE, 2011; Literature Review Handout. Online Writing Center. Liberty University; Literature Reviews. The Writing Center. University of North Carolina; Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: SAGE, 2016; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012; Randolph, Justus J. “A Guide to Writing the Dissertation Literature Review." Practical Assessment, Research, and Evaluation. vol. 14, June 2009; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016; Taylor, Dena. The Literature Review: A Few Tips On Conducting It. University College Writing Centre. University of Toronto; Writing a Literature Review. Academic Skills Centre. University of Canberra.

Writing Tip

Break Out of Your Disciplinary Box!

Thinking interdisciplinarily about a research problem can be a rewarding exercise in applying new ideas, theories, or concepts to an old problem. For example, what might cultural anthropologists say about the continuing conflict in the Middle East? In what ways might geographers view the need for better distribution of social service agencies in large cities than how social workers might study the issue? You don’t want to substitute a thorough review of core research literature in your discipline for studies conducted in other fields of study. However, particularly in the social sciences, thinking about research problems from multiple vectors is a key strategy for finding new solutions to a problem or gaining a new perspective. Consult with a librarian about identifying research databases in other disciplines; almost every field of study has at least one comprehensive database devoted to indexing its research literature.

Frodeman, Robert. The Oxford Handbook of Interdisciplinarity . New York: Oxford University Press, 2010.

Another Writing Tip

Don't Just Review for Content!

While conducting a review of the literature, maximize the time you devote to writing this part of your paper by thinking broadly about what you should be looking for and evaluating. Review not just what scholars are saying, but how are they saying it. Some questions to ask:

How are they organizing their ideas?
What methods have they used to study the problem?
What theories have been used to explain, predict, or understand their research problem?
What sources have they cited to support their conclusions?
How have they used non-textual elements [e.g., charts, graphs, figures, etc.] to illustrate key points?

When you begin to write your literature review section, you'll be glad you dug deeper into how the research was designed and constructed because it establishes a means for developing more substantial analysis and interpretation of the research problem.

Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1 998.

Yet Another Writing Tip

When Do I Know I Can Stop Looking and Move On?

Here are several strategies you can utilize to assess whether you've thoroughly reviewed the literature:

Look for repeating patterns in the research findings . If the same thing is being said, just by different people, then this likely demonstrates that the research problem has hit a conceptual dead end. At this point consider: Does your study extend current research? Does it forge a new path? Or, does is merely add more of the same thing being said?
Look at sources the authors cite to in their work . If you begin to see the same researchers cited again and again, then this is often an indication that no new ideas have been generated to address the research problem.
Search Google Scholar to identify who has subsequently cited leading scholars already identified in your literature review [see next sub-tab]. This is called citation tracking and there are a number of sources that can help you identify who has cited whom, particularly scholars from outside of your discipline. Here again, if the same authors are being cited again and again, this may indicate no new literature has been written on the topic.

Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: Sage, 2016; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

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How to Conduct a Literature Review (Health Sciences and Beyond)

What is a Literature Review?

The Research Questions

Selection Criteria
Database Search
Documenting Your Search
Organize Key Findings
Reference Management

Background vs. Foreground Questions

You may need to find answers to background questions (i.e. about general knowledge) before seeking answers to foreground questions (i.e. about specific knowledge, such as information that might inform a clinical decision).

The research questions on this page are for foreground questions.

A well-formulated research question:

starts your entire search process
provides focus for your searches
guides the selection of literature sources

Question formats are helpful tools researchers can use to structure a question that will facilitate a focused search. Such formats include: PICO , PEO , SPIDER , and COSMIN . Other formats can be found here .

The PICO format is commonly used in evidence-based clinical practice. This format creates a "well-built" question that identifies four concepts: (1) the P atient problem or P opulation, (2) the I ntervention, (3) the C omparison (if there is one), and (4) the O utcome(s) .

Example : In adults with recurrent furunculosis (skin boils), do prophylactic antibiotics, compared to no treatment, reduce the recurrence rate? ( Cochrane Library Tutorial, 2005 )

	adults with recurrent furunculosis
	prophylactic antibiotics
	no treatment
	reduction in recurrence rate

The PEO question format is useful for qualitative research questions. Questions based on this format identify three concepts: (1) P opulation, (2) E xposure, and (3) O utcome(s) .

Example: In infants, is there an association between exposure to soy milk and the subsequent development of peanut allergy ( Levine, Ioannidis, Haines, & Guyatt, 2014 )?

	infants
	exposure to soy milk
	peanut allergy

The SPIDER question format was adapted from the PICO tool to search for qualitative and mixed-methods research. Questions based on this format identify the following concepts: (1) S ample, (2) P henomenon of I nterest, (3) D esign, (4) E valuation, and (5) R esearch type .

Example: What are young parents’ experiences of attending antenatal education?

	young parents
of	antenatal education
	questionnaire, survey, interview, focus group, case study, or observational study
	experiences
	qualitative or mixed method

Search for ( S AND P of I AND ( D OR E ) AND R ) ( Cooke, Smith, & Booth, 2012 ).

The COSMIN ( CO nsensus-based S tandards for the selection of health status M easurement IN struments ) format is used for systematic review of measurement properties. Questions based on this format identify (1) the construct or the name(s) of the outcome measurement instrument(s) of interest, (2) the target population, (3) the type of measurement instrument of interest, and (4) the measurement properties on which the review focuses.

Visit the COSMIN website to view the COSMIN manual and checklist.

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Libraries | Research Guides

Literature reviews.

What is a Literature Review?
Planning the Review

Determining Your Research Question

Refining your research question, mapping your research topic.

Choosing Where to Search
Organizing the Review
Writing the Review

When determining your research question, one method is to start with a topic and work through these questions:

1. What do you want to know about this topic?

Example: "I want to research the effects of high educational costs"

2. What population or context do you want to study?

Example: "I want to focus on college students"

3. What interventions, variables, or relationships do you want to explore?

Example: "I want to know what the impact of using Open Educational Resources"

4. What is the research scope?

Example: "I will interview college students participating in classes using OERs and ask them about the impact of these free resources on their college experience."

To refine your research question, you can ask more questions

Is your topic clear enough that the audience can understand it?
Is your topic narrow enough that it can be addressed within the size of the project?
Does your topic require synthesis of sources and ideas to adequately address the question?
Are the answers to your research question able to be discussed and debated, rather than just being standard facts?
Is your topic doable in the amount of time that you have to complete the project?

One technique to help you define your scope is to take each component from your topic and list them from the least focused to the most focused. This will give you the ability to scale up and scale down.

A topic being broken down into more narrow topics: Example 1: Educational costs, costs beyond tuition, course materials, and textbooks. Example 2: students, undergraduates, first generation undergraduates. Example 3: United States, Midwest, Illinois, Chicago-area, Chicago

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Home » Literature Review – Types Writing Guide and Examples

Literature Review – Types Writing Guide and Examples

Table of Contents

Literature Review

Definition:

A literature review is a comprehensive and critical analysis of the existing literature on a particular topic or research question. It involves identifying, evaluating, and synthesizing relevant literature, including scholarly articles, books, and other sources, to provide a summary and critical assessment of what is known about the topic.

Types of Literature Review

Types of Literature Review are as follows:

Narrative literature review : This type of review involves a comprehensive summary and critical analysis of the available literature on a particular topic or research question. It is often used as an introductory section of a research paper.
Systematic literature review: This is a rigorous and structured review that follows a pre-defined protocol to identify, evaluate, and synthesize all relevant studies on a specific research question. It is often used in evidence-based practice and systematic reviews.
Meta-analysis: This is a quantitative review that uses statistical methods to combine data from multiple studies to derive a summary effect size. It provides a more precise estimate of the overall effect than any individual study.
Scoping review: This is a preliminary review that aims to map the existing literature on a broad topic area to identify research gaps and areas for further investigation.
Critical literature review : This type of review evaluates the strengths and weaknesses of the existing literature on a particular topic or research question. It aims to provide a critical analysis of the literature and identify areas where further research is needed.
Conceptual literature review: This review synthesizes and integrates theories and concepts from multiple sources to provide a new perspective on a particular topic. It aims to provide a theoretical framework for understanding a particular research question.
Rapid literature review: This is a quick review that provides a snapshot of the current state of knowledge on a specific research question or topic. It is often used when time and resources are limited.
Thematic literature review : This review identifies and analyzes common themes and patterns across a body of literature on a particular topic. It aims to provide a comprehensive overview of the literature and identify key themes and concepts.
Realist literature review: This review is often used in social science research and aims to identify how and why certain interventions work in certain contexts. It takes into account the context and complexities of real-world situations.
State-of-the-art literature review : This type of review provides an overview of the current state of knowledge in a particular field, highlighting the most recent and relevant research. It is often used in fields where knowledge is rapidly evolving, such as technology or medicine.
Integrative literature review: This type of review synthesizes and integrates findings from multiple studies on a particular topic to identify patterns, themes, and gaps in the literature. It aims to provide a comprehensive understanding of the current state of knowledge on a particular topic.
Umbrella literature review : This review is used to provide a broad overview of a large and diverse body of literature on a particular topic. It aims to identify common themes and patterns across different areas of research.
Historical literature review: This type of review examines the historical development of research on a particular topic or research question. It aims to provide a historical context for understanding the current state of knowledge on a particular topic.
Problem-oriented literature review : This review focuses on a specific problem or issue and examines the literature to identify potential solutions or interventions. It aims to provide practical recommendations for addressing a particular problem or issue.
Mixed-methods literature review : This type of review combines quantitative and qualitative methods to synthesize and analyze the available literature on a particular topic. It aims to provide a more comprehensive understanding of the research question by combining different types of evidence.

Parts of Literature Review

Parts of a literature review are as follows:

Introduction

The introduction of a literature review typically provides background information on the research topic and why it is important. It outlines the objectives of the review, the research question or hypothesis, and the scope of the review.

Literature Search

This section outlines the search strategy and databases used to identify relevant literature. The search terms used, inclusion and exclusion criteria, and any limitations of the search are described.

Literature Analysis

The literature analysis is the main body of the literature review. This section summarizes and synthesizes the literature that is relevant to the research question or hypothesis. The review should be organized thematically, chronologically, or by methodology, depending on the research objectives.

Critical Evaluation

Critical evaluation involves assessing the quality and validity of the literature. This includes evaluating the reliability and validity of the studies reviewed, the methodology used, and the strength of the evidence.

The conclusion of the literature review should summarize the main findings, identify any gaps in the literature, and suggest areas for future research. It should also reiterate the importance of the research question or hypothesis and the contribution of the literature review to the overall research project.

The references list includes all the sources cited in the literature review, and follows a specific referencing style (e.g., APA, MLA, Harvard).

How to write Literature Review

Here are some steps to follow when writing a literature review:

Define your research question or topic : Before starting your literature review, it is essential to define your research question or topic. This will help you identify relevant literature and determine the scope of your review.
Conduct a comprehensive search: Use databases and search engines to find relevant literature. Look for peer-reviewed articles, books, and other academic sources that are relevant to your research question or topic.
Evaluate the sources: Once you have found potential sources, evaluate them critically to determine their relevance, credibility, and quality. Look for recent publications, reputable authors, and reliable sources of data and evidence.
Organize your sources: Group the sources by theme, method, or research question. This will help you identify similarities and differences among the literature, and provide a structure for your literature review.
Analyze and synthesize the literature : Analyze each source in depth, identifying the key findings, methodologies, and conclusions. Then, synthesize the information from the sources, identifying patterns and themes in the literature.
Write the literature review : Start with an introduction that provides an overview of the topic and the purpose of the literature review. Then, organize the literature according to your chosen structure, and analyze and synthesize the sources. Finally, provide a conclusion that summarizes the key findings of the literature review, identifies gaps in knowledge, and suggests areas for future research.
Edit and proofread: Once you have written your literature review, edit and proofread it carefully to ensure that it is well-organized, clear, and concise.

Examples of Literature Review

Here’s an example of how a literature review can be conducted for a thesis on the topic of “ The Impact of Social Media on Teenagers’ Mental Health”:

Start by identifying the key terms related to your research topic. In this case, the key terms are “social media,” “teenagers,” and “mental health.”
Use academic databases like Google Scholar, JSTOR, or PubMed to search for relevant articles, books, and other publications. Use these keywords in your search to narrow down your results.
Evaluate the sources you find to determine if they are relevant to your research question. You may want to consider the publication date, author’s credentials, and the journal or book publisher.
Begin reading and taking notes on each source, paying attention to key findings, methodologies used, and any gaps in the research.
Organize your findings into themes or categories. For example, you might categorize your sources into those that examine the impact of social media on self-esteem, those that explore the effects of cyberbullying, and those that investigate the relationship between social media use and depression.
Synthesize your findings by summarizing the key themes and highlighting any gaps or inconsistencies in the research. Identify areas where further research is needed.
Use your literature review to inform your research questions and hypotheses for your thesis.

For example, after conducting a literature review on the impact of social media on teenagers’ mental health, a thesis might look like this:

“Using a mixed-methods approach, this study aims to investigate the relationship between social media use and mental health outcomes in teenagers. Specifically, the study will examine the effects of cyberbullying, social comparison, and excessive social media use on self-esteem, anxiety, and depression. Through an analysis of survey data and qualitative interviews with teenagers, the study will provide insight into the complex relationship between social media use and mental health outcomes, and identify strategies for promoting positive mental health outcomes in young people.”

Reference: Smith, J., Jones, M., & Lee, S. (2019). The effects of social media use on adolescent mental health: A systematic review. Journal of Adolescent Health, 65(2), 154-165. doi:10.1016/j.jadohealth.2019.03.024

Reference Example: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Journal, volume number(issue number), page range. doi:0000000/000000000000 or URL

Applications of Literature Review

some applications of literature review in different fields:

Social Sciences: In social sciences, literature reviews are used to identify gaps in existing research, to develop research questions, and to provide a theoretical framework for research. Literature reviews are commonly used in fields such as sociology, psychology, anthropology, and political science.
Natural Sciences: In natural sciences, literature reviews are used to summarize and evaluate the current state of knowledge in a particular field or subfield. Literature reviews can help researchers identify areas where more research is needed and provide insights into the latest developments in a particular field. Fields such as biology, chemistry, and physics commonly use literature reviews.
Health Sciences: In health sciences, literature reviews are used to evaluate the effectiveness of treatments, identify best practices, and determine areas where more research is needed. Literature reviews are commonly used in fields such as medicine, nursing, and public health.
Humanities: In humanities, literature reviews are used to identify gaps in existing knowledge, develop new interpretations of texts or cultural artifacts, and provide a theoretical framework for research. Literature reviews are commonly used in fields such as history, literary studies, and philosophy.

Role of Literature Review in Research

Here are some applications of literature review in research:

Identifying Research Gaps : Literature review helps researchers identify gaps in existing research and literature related to their research question. This allows them to develop new research questions and hypotheses to fill those gaps.
Developing Theoretical Framework: Literature review helps researchers develop a theoretical framework for their research. By analyzing and synthesizing existing literature, researchers can identify the key concepts, theories, and models that are relevant to their research.
Selecting Research Methods : Literature review helps researchers select appropriate research methods and techniques based on previous research. It also helps researchers to identify potential biases or limitations of certain methods and techniques.
Data Collection and Analysis: Literature review helps researchers in data collection and analysis by providing a foundation for the development of data collection instruments and methods. It also helps researchers to identify relevant data sources and identify potential data analysis techniques.
Communicating Results: Literature review helps researchers to communicate their results effectively by providing a context for their research. It also helps to justify the significance of their findings in relation to existing research and literature.

Purpose of Literature Review

Some of the specific purposes of a literature review are as follows:

To provide context: A literature review helps to provide context for your research by situating it within the broader body of literature on the topic.
To identify gaps and inconsistencies: A literature review helps to identify areas where further research is needed or where there are inconsistencies in the existing literature.
To synthesize information: A literature review helps to synthesize the information from multiple sources and present a coherent and comprehensive picture of the current state of knowledge on the topic.
To identify key concepts and theories : A literature review helps to identify key concepts and theories that are relevant to your research question and provide a theoretical framework for your study.
To inform research design: A literature review can inform the design of your research study by identifying appropriate research methods, data sources, and research questions.

Characteristics of Literature Review

Some Characteristics of Literature Review are as follows:

Identifying gaps in knowledge: A literature review helps to identify gaps in the existing knowledge and research on a specific topic or research question. By analyzing and synthesizing the literature, you can identify areas where further research is needed and where new insights can be gained.
Establishing the significance of your research: A literature review helps to establish the significance of your own research by placing it in the context of existing research. By demonstrating the relevance of your research to the existing literature, you can establish its importance and value.
Informing research design and methodology : A literature review helps to inform research design and methodology by identifying the most appropriate research methods, techniques, and instruments. By reviewing the literature, you can identify the strengths and limitations of different research methods and techniques, and select the most appropriate ones for your own research.
Supporting arguments and claims: A literature review provides evidence to support arguments and claims made in academic writing. By citing and analyzing the literature, you can provide a solid foundation for your own arguments and claims.
I dentifying potential collaborators and mentors: A literature review can help identify potential collaborators and mentors by identifying researchers and practitioners who are working on related topics or using similar methods. By building relationships with these individuals, you can gain valuable insights and support for your own research and practice.
Keeping up-to-date with the latest research : A literature review helps to keep you up-to-date with the latest research on a specific topic or research question. By regularly reviewing the literature, you can stay informed about the latest findings and developments in your field.

Advantages of Literature Review

There are several advantages to conducting a literature review as part of a research project, including:

Establishing the significance of the research : A literature review helps to establish the significance of the research by demonstrating the gap or problem in the existing literature that the study aims to address.
Identifying key concepts and theories: A literature review can help to identify key concepts and theories that are relevant to the research question, and provide a theoretical framework for the study.
Supporting the research methodology : A literature review can inform the research methodology by identifying appropriate research methods, data sources, and research questions.
Providing a comprehensive overview of the literature : A literature review provides a comprehensive overview of the current state of knowledge on a topic, allowing the researcher to identify key themes, debates, and areas of agreement or disagreement.
Identifying potential research questions: A literature review can help to identify potential research questions and areas for further investigation.
Avoiding duplication of research: A literature review can help to avoid duplication of research by identifying what has already been done on a topic, and what remains to be done.
Enhancing the credibility of the research : A literature review helps to enhance the credibility of the research by demonstrating the researcher’s knowledge of the existing literature and their ability to situate their research within a broader context.

Limitations of Literature Review

Limitations of Literature Review are as follows:

Limited scope : Literature reviews can only cover the existing literature on a particular topic, which may be limited in scope or depth.
Publication bias : Literature reviews may be influenced by publication bias, which occurs when researchers are more likely to publish positive results than negative ones. This can lead to an incomplete or biased picture of the literature.
Quality of sources : The quality of the literature reviewed can vary widely, and not all sources may be reliable or valid.
Time-limited: Literature reviews can become quickly outdated as new research is published, making it difficult to keep up with the latest developments in a field.
Subjective interpretation : Literature reviews can be subjective, and the interpretation of the findings can vary depending on the researcher’s perspective or bias.
Lack of original data : Literature reviews do not generate new data, but rather rely on the analysis of existing studies.
Risk of plagiarism: It is important to ensure that literature reviews do not inadvertently contain plagiarism, which can occur when researchers use the work of others without proper attribution.

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Writing a Literature Review

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A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

An introductory paragraph that explains what your working topic and thesis is
A forecast of key topics or texts that will appear in the review
Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
Critically Evaluate: Mention the strengths and weaknesses of your sources
Write in well-structured paragraphs: Use transition words and topic sentence to draw connections, comparisons, and contrasts.

Conclusion:

Summarize the key findings you have taken from the literature and emphasize their significance
Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
Qualitative versus quantitative research
Empirical versus theoretical scholarship
Divide the research by sociological, historical, or cultural sources
Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

University of Oregon Libraries
Research Guides

How to Write a Literature Review

1. Identify the Question
Literature Reviews: A Recap
Reading Journal Articles
Does it Describe a Literature Review?

Identify the question

Developing a research question.

2. Review Discipline Styles
Searching Article Databases
Finding Full-Text of an Article
Citation Chaining
When to Stop Searching
4. Manage Your References
5. Critically Analyze and Evaluate
6. Synthesize
7. Write a Literature Review

From Topic to Question (Infographic)

This graphic emphasizes how reading various sources can play a role in defining your research topic.

( Click to Enlarge Image )

From Topic to Question infographic. Follow the "long description" link for a web accessible description.

Text description of "From Topic to Question" for web accessibility

In some cases, such as for a course assignment or a research project you're working on with a faculty mentor, your research question will be determined by your professor. If that's the case, you can move on to the next step . Otherwise, you may need to explore questions on your own.

A few suggestions

Photo Credit: UO Libraries

According to The Craft of Research (2003) , a research question is more than a practical problem or something with a yes/no answer. A research question helps you learn more about something you don't already know and it needs to be significant enough to interest your readers.

Your Curiosity + Significance to Others = Research Question

How to get started.

In a research paper, you develop a unique question and then synthesize scholarly and primary sources into a paper that supports your argument about the topic.

Identify your Topic (This is the starting place from where you develop a research question.)
Refine by Searching (find background information) (Before you can start to develop a research question, you may need to do some preliminary background research to see (1) what has already been done on the topic and (2) what are the issues surrounding the topic.) HINT: Find background information in Google and Books.
Refine by Narrowing (Once you begin to understand the topic and the issues surrounding it, you can start to narrow your topic and develop a research question. Do this by asking the 6 journalistic question words.

Ask yourself these 6 questions

These 6 journalistic question words can help you narrow your focus from a broad topic to a specific question.

Who : Are you interested in a specific group of people? Can your topic be narrowed by gender, sex, age, ethnicity, socio-economic status or something else? Are there any key figures related to your topic?

What : What are the issues surrounding your topic? Are there subtopics? In looking at background information, did you notice any gaps or questions that seemed unanswered?

Where : Can your topic be narrowed down to a geographic location? Warning: Don't get too narrow here. You might not be able to find enough information on a town or state.

When : Is your topic current or historical? Is it confined to a specific time period? Was there a causative event that led your topic to become an area of study?

Why : Why are you interested in this topic? Why should others be interested?

How : What kinds of information do you need? Primary sources, statistics? What is your methodology?

Detailed description of, "Developing a Research Question" for web accessibility

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Open access
Published: 13 September 2024

The phenomenon of yoga in the imagination of Turkish nursing students: "The way to place goodness in the heart"

Özüm Erki̇n 1 ,
Aynur Çeti̇nkaya 2 &
Begüm Güler 3

BMC Nursing volume 23 , Article number: 655 ( 2024 ) Cite this article

Metrics details

The aim of the research is to shed light on the experiences of a group of nursing students enrolled in a yoga elective course who practiced yoga regularly for 14 weeks, regarding yoga and the phenomenon of doing yoga, with a qualitative approach.

This qualitative study was conducted at a public university in Izmir, Turkey. The study sample consisted of 61 students enrolled in the 1st-year yoga course at the Department of Nursing, Faculty of Health Sciences. Except for two students, 59 of them participated in the study. Participants attended a face-to-face yoga course once a week for 1.5 h over a 14-week period. Each session comprised 30 min of theoretical instruction and 60 min of practice. In data collection, an interview form containing five questions was used to understand nursing students' experiences and thoughts about practicing yoga. In addition, A4 sized papers in different colors were presented to the participants. The participants were asked to draw and/or cut a shape by choosing the paper in the color that most evokes yoga. Then they were asked to explain why they chose this color and why they drew this shape. Participants were given one hour. After the data were collected, the pictures drawn by the participants and their descriptions of their drawings were transferred to the computer and included in the analysis. Qualitative data were hand-coded by the researchers. Within in-vivo coding, code names were formed from the participants' expressions. The findings analyzed by content analysis were interpreted with the literature under the themes by presenting quotations.

It was determined that the participants used nature figures (sun, cloud, tree, sky, flower) (f = 75), people doing yoga (f = 12), and sound, light and other figures (bird sound, wave sound, candle, light bulb, traffic light, heart, eye, left key, peace, swing, India, circle, etc.) (f = 29) in the shapes they drew and cut out on A4 sized papers in different colors to describe their experiences and thoughts about practicing yoga. The participants mostly chose blue-green-yellow colors ( n = 41). With qualitative question analysis, a list of codes was created from the answers given by the students to the questions for the phenomenon of “doing yoga” (number of codes = 98). After the analysis of the data, four categories were reached. The category names and frequency numbers explaining the phenomenon of practicing yoga were distributed as “symbol of health and serenity (f = 345)”, “the way to place goodness in your heart (f = 110)”, “the most effective way to meet the self (f = 93)” and “no guarantee of relaxation (f = 71)”, respectively.

Conclusions

The results indicate that yoga is perceived by nursing students as a multifaceted practice that evokes a range of emotional and physical responses. Most participants associate yoga with symbols of health, serenity, and self-awareness, often using natural elements and blue-green-yellow the colors to represent these feelings. However, there is also recognition that yoga may not guarantee relaxation for everyone, as some students reported difficulties in meditation, physical discomfort, and challenges in focusing. The study highlights the variability in how individuals experience yoga, emphasizing both its positive effects on well-being and the potential challenges in practice. These findings suggest that while yoga is widely valued for its calming and health-promoting benefits, it may not be universally effective in achieving relaxation or mindfulness.

Peer Review reports

Introduction

Yoga is a practice that has been subject to many different interpretations and translations over thousands of years. Patanjali's phrase "Yogas Chitta Vrittis Nirodha" translates to "Yoga is the cessation of the fluctuations of the mind" in English [ 1 ]. Hagen & Hagen (2024) have emphasized that yoga is commonly understood in society as a tool for mental calmness and balance[ 2 ]. This provides a comprehensive model for personal development, contributing to the individual's balanced harmony in every aspect—mental, physical, emotional, and spiritual [ 3 , 4 ]. By developing inner awareness as well as meta-awareness, yoga offers a roadmap for individuals to see and understand their own state and surroundings more clearly [ 5 ]. Yoga enhances physical functionality by alleviating pain and discomfort, thereby reducing physical ailments. Moreover, yoga offers physical health benefits, including increased strength and flexibility, as well as improved posture [ 6 , 7 , 8 , 9 , 10 ].

According to Bhavanani (2014), yoga extends beyond mere physical or mental health; it also addresses emotional, social, and spiritual needs [ 11 ]. By increasing personal awareness, it can strengthens both inner attachment and social connections [ 6 , 9 , 12 ]. Research shows that participants' self-confidence increases during yoga practice, and they might gain better skills to manage their mental health. This underscores not only the physical advantages of yoga but also its significant contributions to mental and emotional well-being [ 8 , 9 , 13 , 14 ]. Yoga can fosters heightened bodily awareness, elevates mood, and enhances overall well-being. It also promotes self-acceptance, personal fulfillment, and social harmony. This holistic process provides psychological relief and mental tranquility, aiding in the management of common mental health issues such as anxiety and depression [ 11 ].

Today, young adults increasingly experience stress, pressure, and mental health issues [ 15 ]. Research links young people's stress levels to high demands at school and the pressure to meet these demands [ 16 ]. Additionally, lack of physical activity and sleep problems also can contribute to their difficulties in coping with these issues [ 17 , 18 ]. Academic expectations from parents, especially those from middle-class families, can further increase the pressure on young people, leading them to evaluate their self-worth solely based on their achievements. This adds to the existing academic pressures, causing young people to worry more about future educational and career opportunities [ 19 ].

Yoga can physically contribute to nervous system balance by decreasing stress-related sympathetic activity and stimulating the parasympathetic system. Consequently, it can positively impact stress and mental health issues, particularly in young people. Nursing students, who often undergo a stressful educational period, can also benefit from these effects [ 20 , 21 , 22 , 23 , 24 ]. Therefore, it is recommended to integrate mindfulness programs, including breathing techniques, meditation, and yoga, into the nursing curriculum [ 21 , 22 ]. In the literature, a yoga course was integrated into the nursing curriculum in Turkey for the first time by Erkin and Aykar (2021) [ 20 ]. Most studies with students in the field of yoga in the literature are quantitative, although yoga has been studied in college students using qualitative methods, no studies found in nursing. This is one of the starting points of this research. The aim of the research is to shed light on the experiences of a group of nursing students enrolled in a yoga elective course who practiced yoga regularly for 14 weeks, regarding yoga and the phenomenon of doing yoga, with a qualitative approach. This qualitative study tries to fill this gap in the literature by explaining the imaginary meanings that nursing students attending yoga courses attribute to the yoga experience.

Design and participants

The research, designed in a qualitative type, was conducted during the 2018–2019 academic year. In line with the qualitative research approach, a purposeful sampling method was used. The qualitative method sees the experience of reality as subjective, varying from person to person. Moreover, it is a reliable method for studying a little known or understood area. Therefore, a qualitative descriptive design was adopted to explore students’ knowledge and perspectives [ 25 ].

Participants attended a face-to-face yoga course once a week for 1.5 h over a 14-week period. Each session comprised 30 min of theoretical instruction and 60 min of practice. The content of the yoga course is detailed in Table 1 . The theoretical component included a weekly 30-min PowerPoint presentation covering topics such as the history of yoga, meditation, breathing techniques (pranayama), yoga poses (asanas), chakras, mindfulness, and compassion. The practical sessions were conducted in a tranquil and dimly lit room, following a structured 60-min schedule: 15 min of pranayama (e.g., ocean breath, equal breathing, cooling breath, humming bee breath, alternate nostril breath, kapalbhati pranayama), 30 min of hatha yoga asanas involving gentle stretching and strengthening exercises with each pose held for 5–10 breaths and repeated five times, 5 min of meditation, and 10 min of shavasana. These sessions were led by a yoga instructor (first author) registered with the Yoga Alliance. No home practice was required. According to the course rules, students were allowed up to 20% absenteeism. At the end of the 14-week period, it was determined that students were absent for an average of 1.5 weeks. There was only one change in the planned yoga protocol. Although it was initially planned to use one breathing technique every two weeks, all breathing techniques were combined based on the students’ feedback and used in the sessions after students learned all the techniques (after the 6th week). Class attendance was encouraged through messages in a WhatsApp group. However, attendance was not included in the scoring.

The sample of the research was planned to consist of first-year students enrolled in the elective course "Yoga" in the Nursing Department of the Faculty of Health Sciences at İzmir Democracy University in Izmir ( N = 61). Two students did not participate in the study because the topic and objectives did not interest them. Data were collected from a total of 59 nursing students on a voluntary basis. After the yoga course, the last week interviews were conducted with 59 participants who voluntarily agreed to participate in the study. Of the participants (n:59), 40 were female and 19 were male, with ages ranging from 18 to 21. Forty-six participants described their health perception as "good," nine as "very good," and four as "poor." (Appendix 1).

Data collection

Data collection was conducted using a structured interview form alongside a creative activity where participants were asked to draw a picture and write a text representing the concept of doing yoga. Data were collected through structured interviews guided by a pre-developed interview Schedule (see Appendix 1). The structured interview form developed for this study included seven open-ended questions and prompts designed to elicit detailed responses from the participants regarding their experiences with the yoga course. Prior to commencing data collection with the main participant group, the interview schedule was pilot tested with five nursing students who met the inclusion criteria but were not part of the final sample. This pilot testing allowed for refinement of the interview questions and ensured clarity and comprehensiveness.

After obtaining the necessary permissions for the research, the students engaged in the yoga course were comprehensively briefed on the study’s objectives, content, methodology, and the individuals responsible for its execution. The last week of "Yoga" course (14th week), students asked to draw a picture and write a text representing the concept of doing yoga. Each student was given colored A4 papers and, for those who wished to use them, colored pencils in the classroom environment. Before starting to draw, students were asked to write their gender on the back of the paper, but not their name or surname. In addition to the picture they drew, they were asked to write their thoughts about yoga and what they drew regarding the concept of doing yoga on a separate piece of paper or in appropriate spaces on their drawing paper. Besides students filled the interview form. They also filled out a structured interview form to capture their experiences and thoughts about practicing yoga. Participants were given one hour to complete the task. After the data were collected, the drawings and their related descriptions made by the participants were digitized and included in the analysis [ 26 ]. For security purposes, the data were stored in Google Drive™ accessible to authors.

To examine subjective experiences, the techniques of "drawing" and "description" were used together, attempting to integrate the strengths of both methods. Participants were provided with A4 papers in different colors and asked to choose the color that most reminded them of yoga. Starting from the theme of "The meaning of doing yoga for them," participants were asked to draw pictures representing their perceptions and to write descriptions related to their drawings. In a similar approach referred to as "projective technique" in the literature, the drawing is accepted as a tool for reflecting emotions. Projection means expression and is based on the assumption that "an individual's behavior is a reflection of their personality" [ 26 , 27 ].

Data analysis and interpretation process

The data were analyzed using an inductive approach. Inductive analysis involves coding the data to categorize it, identifying relationships between these categories, and reaching a holistic picture based on this. The key point in data analysis in this study was to create categorical labels embedded in the data [ 26 , 27 ]. In this study, a code list was developed, data were coded, categories were created, and data were reported within these categories. Data analysis was conducted by the researchers through coding. For some themes, in-vivo coding, which is included in the qualitative research methodology of grounded theory, was used as an inductive coding process. In vivo coding involves creating a theme tag using the code that comes directly from the data, i.e., the participant's own expressions [ 28 ].

All these processes were carried out in collaboration with two field experts (ÖE, AÇ). Similar codes were grouped together to form a certain number of categories and reported to establish the main idea in the data. Comparing codes and categories with the literature aimed to contribute to the validity of the data analysis. At the end of the data collection phase, a conceptual model related to the topic was developed by the researchers [ 26 ]

The research team acknowledges the importance of reflexivity in qualitative research. The first researcher, who has a PhD degree in public health nursing with 16 years of experience in nursing, is an instructor of yoga courses for undergraduate nursing students. The researcher maintained a critical awareness of their own biases and assumptions that could potentially influence the data analysis throughout the research process. We aimed to minimize bias by employing a systematic thematic analysis approach and by regularly discussing the emerging themes with a second author, who is a specialist on qualitative research and has a qualitative PhD thesis in public health nursing. This cooperation contributed to ensuring the findings’ objectivity and reliability. Regretfully, it was not possible to get direct participant input on the findings because of the anonymous nature of the data collection process. The third researcher, who is a master’s degree student in public health nursing with 3 years of clinical experience in nursing, is an instructor of yoga. Nonetheless, we think that the utilization of rich participant quotes in conjunction with the iterative analytic process guarantees that the results truly reflect the participants’ experiences with the yoga course.

Ethics approval and consent to participate

Before starting data collection, information about the research was provided to the school administration, permission was obtained, and contact was made with the participants. Approval was obtained from the Ethics Committee of Manisa Celal Bayar University (02/12/2019, no:20.478.486). Participation was based on voluntariness and willingness, and students were informed about sensitive points related to the teacher-student relationship (such as participation or non-participation in the research not affecting their performance evaluations, etc.). Written informed consent to participate was obtained from all of the participants in this study.

Research validity and reliability

In qualitative research, the researcher investigating the problem is at the center of the research. The main measurement tool in the research is the researcher themselves. Therefore, the issue of objectivity has always been at the center of methodological debates in social sciences. In qualitative research, the concept of "trustworthiness" is considered instead of validity and reliability [ 27 ]. Various criteria of trustworthiness were considered in the processes of this research.

During the data analysis phase, in the creation of the code list, and in the interpretation of the findings, a comprehensive perspective was attempted to be reflected through a thorough literature review on the subject. All records in the data collection and analysis processes were kept systematically. Quotations were made from all data sources. The frequencies of the drawings and descriptions were determined, and those with high frequencies and those that were strikingly related to the topic were included. The data collection and data analysis processes were reported in detail as far as space limitations allowed, and original quotations from the data were included. Furthermore, in the quotations, descriptions written by the participants in their own handwriting were also used.

The number of participants in the study was 56. This number is considered sufficient for an in-depth exploration of the research topic. Students were instructed to create an illustration and compose a text depicting the concept of practicing yoga. Each student received colored A4 paper, and colored pencils were provided for those who wished to use them within the classroom setting. Prior to beginning their drawings, students were asked to indicate their gender on the back of the paper, ensuring that they did not include their name or surname. Alongside their drawings, students were required to write their reflections on yoga and describe what they had drawn related to the practice of yoga, either on a separate sheet of paper or in suitable spaces on their drawing paper. Additionally, students completed an interview form. Participants were allotted one hour to finish the assignment. This approach allowed for a thorough and comprehensive examination of the participants’ perspectives. To enhance transferability, purposive sampling was employed in the study. In purposive sampling, participants are selected to have specific characteristics relevant to the research topic. This approach ensured that the participants’ perspectives would represent the research topic effectively. To ensure dependability, interview questions, data collection, and analysis were consistently applied throughout the entire research process. In this study, to achieve confirmability, all stages of the research were described openly and transparently, aiming to reduce the impact of researcher bias. All transcripts and notes used in the study were stored for reference.

The reporting process of the study adhered to the COREQ (CONsolidated criteria for Reporting Qualitative research) guidelines, as outlined by Tong et al. (2007) [ 29 ]. The study follows CLARIFY 2021 guidelines for reporting yoga research [ 30 ].

Participants expressed their experiences and thoughts about practicing yoga by drawing and cutting shapes on A4-sized papers of different colors. It was determined that they used nature figures (sun, cloud, tree, sky, flower) (f = 75), figures of people practicing yoga (f = 12), and other figures such as sound, light, and others (bird sound, wave sound, candle, light bulb, traffic light, heart, eye, key, peace, swing, India, circle, etc.) (f = 29). Participants mostly chose blue-green-yellow colors ( n = 41).

A code list was created from the responses of students to questions about the concept of "practicing yoga" through qualitative question analysis (number of codes = 98). After analyzing the data, four categories were reached. The categories describing the concept of practicing yoga were distributed as follows in terms of symbols and frequency numbers: "symbol of health and tranquility (f = 345)", "the way to place goodness in your heart (f = 110)", "the most effective way to meet oneself (f = 93)", and "no guarantee of relaxation (f = 71)" (Fig. 1 ).

Concepts and codes identified in the qualitative analysis of nursing students' perception of the phenomenon of "practicing yoga"

Category 1. Symbol of health and serenity (f = 345)

The subcategories that received the most references from nursing students in explaining the phenomenon of practicing yoga under this category are "Serenity and Peace (f = 169)", "Comfort (f = 120)", "Health, Well-being, Happiness, and Energy (f = 56)". Below is the picture and description of the participant related to the subcategory "Symbol of Health and Serenity" (Fig. 2 ): "The reason for choosing the shape of a cloud and the color blue is that it brings me peace, reminds me to take deep breaths and be grateful. It reminds me that there are beautiful things in life and that I need to enjoy life." Additionally, "when you start doing yoga, your thoughts change, you feel rested, and your heart fills with peace." Participant 7, Female.

Cloud figure (blue) -participant 7

Participant 22 wrote the following in the interpretation of the figure they drew (Fig. 3 ): "The color blue always makes me feel happy and peaceful. I chose this color because yoga makes me feel peaceful and happy. For example, when I feel restless and unhappy, going to the beach, seeing the sea, seeing blue calms me down. Also, when I think of yoga, I imagine an endless deep blue sea. A sea with birds flying over it and a deep blue sky. A painting with sunny weather" Participant 22.

Interpretation by participant 22 (blue)

Participant 35's drawn figure is a butterfly, and their description is as follows (Fig. 4 ): “When I think of yoga, I think of a butterfly. Because when I do yoga, I feel as free and light as a butterfly. I imagine my wings taking me wherever I want inside. The green color relaxes me and makes me happy. The wings of the butterfly in my soul's greenery take me to purity…”.

Butterfly figure (green) -participant 35

Participant 9, in the chosen color and the comment on their drawing, expressed the following regarding the sub-category "Symbol of Health and Serenity" (Fig. 5 ): "I chose this color for its energy. Since energy is important in yoga, I chose orange. I chose this shape because I believe yoga is best done in a natural environment. Yoga reminds me of serenity, the feeling of being in emptiness, and relaxation (Fig. 5 )."

Tree figure and comment (orange) -participant 9

Participant 19, in the chosen figure and the comment on their drawing, stated the following (Fig. 6 ): "Because yoga reminds me of mental and physical health. In my opinion, health is manifested in the combination of blue and green colors. That is, balance in nature is something that exists in the soul and body." Participant 19 depicted a ladder figure in combination with blue and green, defining yoga as "soul and body therapy" (Fig. 6 ).

The place where the moon meets the sun (turquoise)-participant 19

Category 2. The way to place goodness in your heart (f = 110)

The meaning of the phenomenon of doing yoga by participant 11, an 18-year-old female nursing student, was labeled as "being aware of placing goodness in heart" as the category tag. This category, referred to 110 times by the participants, includes the subcategories of "Purification (f = 65)" and "Being a virtuous person (f = 45)". Participants mentioned virtues such as "patience, tolerance, love for all creatures, flexibility, equality, non-prejudice, peace, optimism, freedom" contributing to the concept.

Participant 51, an 18-year-old male who described his health as poor, used the light bulb figure to express "happiness, peace, security" and commented, "It causes positive effects on people" (Fig. 7 ). Participant 51 expressed the following regarding the subcategory " The way to place goodness in your heart" in the figure and comment (Fig. 7 ): "The light bulb illuminating the environment is connected to yoga. Yoga enlightens a person's mind."

Light bulb (yellow) -participant 51

Participant 39, a 19-year-old male, mentioned that practicing yoga leads to "thinking more compassionately." Participant 21, a female, stated, "Yoga is something that requires patience."

Here is the drawn peace figure and comment by participant 46, related to this category (Fig. 8 ). This participant said, "I chose pink because it opens up and gives peace. Of course, there is also light pink, not just dark pinks. I chose this sign because where there is yoga, there is love for all living beings, and where there is love, peace is inevitable."

Peace figure (pink) -participant 46

Category 3. The most effective way to meet yourself (f = 93)

For nursing students, practicing yoga means creating "awareness" and is the most effective way to meet oneself (f = 93). Participant 43, a 19-year-old female with a poor health perception, described feeling "calmer, more aware, and internally peaceful" when practicing yoga, as shown in Fig. 9 . Under the category of "the most effective way to meet oneself," Participant 43's figure and comment about yoga are as follows (Fig. 9 ): "…I chose this color because it gives me peace. The other colors make me restless, but this color makes me feel like I can breathe. Yellow is like an endless void to me. A color that makes me experience everything with all its reality. It's like a sky where you can escape from the chaos of the world and get lost in it…".

The world and heart (yellow) -participant 43

Participant 8 chose a cloud figure, describing yoga as "like rising above the clouds" and wrote the following about yoga practice: "Finding oneself in life, being at peace with oneself… [someone who starts practicing yoga] starts to know themselves, their love for life increases." Participant 8, Female.

Participant 33, a female who chose yellow for its calmness and non-straining quality, described the effect of yoga as "self-discovery" and wrote the following (Fig. 10 ): "You awaken your sleeping mind and body, and find the 'self' within you." Participant 33, Female.

Flower and human (yellow)- participant 33

The statement from participant 48 is as follows (Fig. 11 ): "In this image, what I want to convey is; the individual who practices yoga finds themselves, reaches their essence, and becomes aware of their own existence after a long and perhaps short journey. I chose the color orange because it reminds me that energy exists, is alive, and can be transmitted at any moment. For me, yoga is an indicator of energy. After yoga, the body revives and rejuvenates."

The road (orange)- participant 48

Category 4. No guarantee of relaxation (f = 71)

Among the nursing students ( n = 59), 16 (27.1%) indicated that they do not recommend yoga. The subcategories of this category include "difficulty in relaxing during meditation/emptying the mind (f = 23)", physical complaints (f = 21)", "difficulty in focusing (f = 18)", and "negative perceptions (f = 9)". Participants used expressions such as "headache, neck pain, back pain, dizziness, exhausting, feeling bad, difficult, fear, nervousness, inability to relax, disbelief" in relation to this category. A 19-year-old male participant, participant 41, stated about yoga, "I cannot meditate, I do not feel comfortable." Participant 44, a 19-year-old female participant who rated her health as poor, stated during yoga, "I cannot fully control my breathing and do meditation, I cannot empty my mind, so I cannot achieve complete peace."

Yoga, often conceptualized in the Western world as a physical practice [ 31 ], is considered a practice that can calm the mind and access a higher state of consciousness where individual and universal consciousness merge, using the body [ 32 ], in yoga traditions, the physical, mental, and spiritual dimensions of the individual are intricately connected [ 1 ]. When we relate the benefits of yoga to traditional yoga theories and systems, it can be interesting to explore its connection with the chakra system and colors. The main focus of yoga can be to regulate the functioning of chakras while awakening the associated energies [ 33 , 34 ]. It was thought that the free association of the students' drawings and descriptions could provide guidance in determining their experiences related to the concept of yoga. In this study, where the experiences of nursing students who took the elective yoga course were evaluated with a qualitative approach, participants mostly chose blue, green, and yellow-colored papers, symbolizing nature. When viewed from the perspective of the chakra-yoga system explained in the yoga course, it was thought that the participants might have resonated with certain energy centers or chakras. Blue, green, and yellow colors are respectively associated with the throat chakra, heart chakra, and solar plexus chakra [ 35 ]. The throat chakra is associated with communication, speech power, intellectual development, creativity, and expression [ 36 ]. Participants 7 and 22, who currently perceive their health as good, and participant 19, who chose blue and turquoise colors, may reflect a desire for in-depth communication and original expression, or a need for improvement in these areas. During yoga practice, especially breathing exercises and poses focusing on the throat region can be worked on this chakra, thus enhancing students' capacity for clearer communication and expressing inner truths [ 37 , 38 ].

The philosophy of yoga emphasizes the importance of harmony and unity with nature, which is why many yoga asanas (poses) are named after elements from nature, such as the tree pose, which symbolizes the stability and balance of a tree through its strong roots and upward-reaching branches [ 39 ]. In this study, visuals related to yoga such as the sun, clouds, trees, sky, and flowers were found. Participant 9 recalling and drawing a tree figure during yoga experiences indicates their awareness of this symbolic relationship. Research has shown that spending time in nature has positive effects on people's mood and mental health [ 40 , 41 ]; similarly, many yoga philosophies emphasize the importance of being in harmony with nature [ 42 ]. Therefore, a student's preference for a natural environment while practicing yoga and associating this practice with a tree in nature is thought to reflect both the healing power of nature and the relationship of yoga poses with elements in nature. This symbiotic relationship reminds us of how interconnected humans are with nature and how yoga practice can strengthen this connection. This aspect of yoga can also encourage individuals to strengthen their relationship with nature and adopt a more respectful attitude towards the environment. This can be seen as a reflection of the principle of 'ahimsa' or non-harming, which is one of the foundational principles of yoga philosophy [ 43 ].

Deep breathing practices are fundamental components of yoga and meditation. Consciously controlling breathing can activate the parasympathetic nervous system and trigger the relaxation response [ 44 , 45 ]. Additionally, breath awareness is part of mindfulness practice and brings the individual into the present moment. Feeling gratitude helps a person recognize the positive aspects of their life and develop a more positive life perspective [ 46 ]. Gratitude practice can improve mental health and allow for greater enjoyment of life [ 47 ]. Participant 7's choice of a cloud shape and blue color is explained by the feeling of tranquility it brings, reminding them to take deep breaths and be thankful, and to remember that there are beautiful things in life that they should enjoy. Participant 7's statement confirms this. The shape of a cloud and the choice of the color blue directing them to take deep breaths, be thankful, remember that there are beautiful things in life, and enjoy life, can contribute to the participant's spirituality [ 48 ]. Such an approach can be balancing both mentally and emotionally, especially for students under academic pressure [ 49 ].

Yoga, meditation, and breathwork (pranayama) practices can be effective in creating a deep sense of peace by bringing individuals to the present moment and calming their inner dialogue [ 50 , 51 ]. Participant 22's statement, " The color blue always makes me feel happy and peaceful. I chose this color because yoga makes me feel peaceful and happy. For example, when I feel restless and unhappy, going to the beach, seeing the sea, and seeing blue calms me down ," also indicates the participant's association of yoga practice with feelings of peace and happiness, demonstrating the potential of yoga experience to provide inner tranquility and balance. Furthermore, the participant's desire to go to the beach and see the sea may refer to the healing and calming effect of nature [ 52 ]. Participant 19 states, " Yoga reminds me of spiritual and physical health. For me, health lives in the colors blue and green, meaning it is something in nature and in the spirit of nature ," and Participant 35 says, " When I think of yoga, I think of a butterfly because when I do yoga, I feel as light as a butterfly. I think my wings take me wherever I want inside me. The color green relaxes me, makes me happy, and the green inside me takes me to purity. " These statements may be associated with the heart chakra represented by the color green. This chakra is considered the center of love, compassion, and connection [ 36 ], and therefore, the association of green with this chakra may symbolize the participant's feelings of relaxation and happiness during yoga practice [ 48 ]. The phrase " the green inside me takes me to purity " in Participant 35's statement indicates that green represents purity and healing in the heart chakra, and the opening of this chakra allows the person to feel more peaceful and purer [ 53 ]. In this context, Participant 35's positive feelings toward green and the sense of relaxation may be a result of balancing and opening the heart chakra, contributing to their emotional experiences such as lightness and tranquility in yoga practices [ 54 ].

Participant 51, despite describing their health as poor, mentioning positive effects such as " Happiness, peace, trust " through the figure of a light bulb during yoga practices, can be explained by the illuminating effect of yoga on the mind. Just as a light bulb illuminates its surroundings, yoga enlightens the individual's mental and spiritual state, capable of transforming negative thoughts and emotions into positive ones. This contributes to achieving a general state of well-being and a positive mood by providing both physical and mental relaxation [ 55 ]. Participant 39 mentioned the effect of " thinking more humanely " while practicing yoga. Participant 21 commented that " yoga requires patience ." Participant 46 chose pink because " It opens up and gives peace within me, where there is yoga, there is love for all living beings, and where there is love, peace is inevitable. " Yoga can facilitates a tranquil mental state, reducing stress and tension, thereby promoting harmonious relationships and fostering peace within individuals and their social interactions. Central to yoga philosophy are humanism and the pursuit of a peaceful life [ 56 ] qualities reflected in participants' experiences, affirming yoga's role in cultivating positive personal and societal outcomes.

In the chakra system, colors and their associated energy centers are believed to promote balance and harmony in our daily lives and physical well-being [ 33 ]. Students' selection of these colors related to chakras may reflect their own energy balances and personal development needs, often unconsciously. Yoga practice can equips individuals with tools to enhance the harmony and integrity of these energy centers [ 57 ]. Participant 43, with a negative perception of health, reported becoming " A calmer person, awareness increases, and inner peace occurs; I chose this color (yellow) because it gives me peace. While other colors make me uneasy, when I look at this color, it feels like it gives me breath, and it continues to an endless void. Yellow, for me, is like escaping from the chaos of the world and getting lost in an endless sky ." Participants finding the color yellow soothing and describing it as providing a sense of freedom and freshness like an endless sky can be associated with the solar plexus chakra, typically represented by the color yellow [ 35 ]. This chakra is linked to self-confidence, willpower, and self-realization. [ 58 ]. Participant 33 described the experince of yoga with a flower and human figure as " Self-discovery ," stating, " you awaken your sleeping mind and body and find the 'self' within ." Participant 8 drawn a cloud figure, describing yoga as " like rising above the clouds," saying, "finding yourself in life, being at peace with yourself… [someone who starts practicing yoga] begins to know themselves, their love for life increases ."These statements and figures reinforce the basic themes of "self-discovery" and "being at peace with oneself" in yoga practice [ 59 ], indicating an important relationship between one's yoga practice, personal growth, and quest for inner peace [ 60 ]. Participant 48 believes that " After a long and perhaps short journey of practicing yoga, individuals find themselves, reach their essence, and become aware of their existence. I chose this color (orange) because it reminds me that energy exists, is alive, and can be transmitted at any moment. For me, yoga is a sign of energy; after yoga, the body revitalizes and refreshes. " The choice of orange suggests a strong relationship between yoga practice and energy, as this color, can be associated with the Sacral chakra, symbolizes vitality, creativity, and emotional balance [ 36 ].

In this study, there seem to be mixed views among some participants regarding yoga practice. While yoga and meditation are generally recommended as tools for reducing stress and enhancing personal well-being [ 24 , 61 , 62 ], some students (participants 41–44) have reported not finding this practice beneficial. For example, some participants have advised against practicing yoga due to physical discomfort (head, neck, and back pain, dizziness), inability to empty the mind during meditation, difficulty in focusing, and negative perceptions. The comments of participants 41 and 44 are thought to indicate their individual experiences regarding their inability to meditate and the discomfort they feel during yoga practice. Yoga and meditation practices can create different experiences in each individual; while they can be relaxing and healing for some, they can be challenging and discomforting for others [ 63 ]. This suggests that yoga and meditation can not universal solutions but practices that should be compatible with an individual's personal preferences, experiences, and health conditions [ 26 ].

Participants' health conditions can influence their experiences during yoga practice. Participants who feel unwell or have a specific health problem may find the practice challenging. This underscores the importance for educators and health professionals to provide stress management and relaxation techniques tailored to individual needs [ 64 ].

Limitations

The qualitative data collected in this study regarding the phenomenon of yoga is in Turkish. However, selecting an international journal for publication and translating the text into English may have limited the full conveyance of the figures and participants' expressions to the readers due to the unique cultural characteristics of the language. The concepts of yoga and chakras, meditation, and similar topics, which were theoretically as well as practically conveyed to the participants during the 14-week course content, may have influenced the participants' views on the phenomenon of yoga. The use of a qualitative design tradition in the research both limited the generalizability of the findings and contributed to the originality of the study.

This study has identified four themes that explain the phenomenon of practicing yoga. These are respectively; "symbol of health and tranquility", "way to place goodness in the heart", "most effective way to meet the self", and "no guarantee of relaxation" themes. The findings will contribute to a more comprehensive understanding of student experiences and ultimately understand their positive and negative experiences. By delving into the student perspective, this research aims to provide valuable insights for educators and healthcare professionals. Most of the research on the phenomenon of practicing yoga is conducted abroad, and it is a less studied area in Turkey. Although yoga, which is becoming increasingly popular in our country, is known to be a practice that makes a person feel good; research on how individuals feel about practicing yoga and how they think about it is specific to the subject. Participants associated practicing yoga with symbols and colors found in nature, emphasizing the importance of its effects on the body, mind, and spirituality. In addition, findings regarding the experiences of individuals practicing yoga, a practice that is also becoming increasingly popular in Turkey, have been obtained. Although it is seen that qualitative approaches such as in-depth interviews and content analysis are used in almost all of the qualitative studies on the subject [ 48 , 65 , 66 ], no study has been found that examines individuals' perceptions by drawing pictures and interpreting them. In this respect, the current research's unique research method can contribute to the literature.

Acknowledgements

The authors extend their sincere gratitude to the nursing students who willingly took part in this study. Their participation is greatly valued and appreciated.

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Department of Public Health Nursing, Faculty of Health Sciences, Izmir Democracy University, Izmir, Turkey

Özüm Erki̇n

Department of Public Health Nursing, Faculty of Health Sciences, Manisa Celal Bayar University, Manisa, Turkey

Aynur Çeti̇nkaya

Begüm Güler

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ÖE and AÇ contributed to study design. AÇ contributed to analyze data. ÖE, AÇ and BG write the manuscript. All authors read and approved the final manuscript.

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Correspondence to Begüm Güler .

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Ethical approval for the study was obtained from Manisa Celal Bayar University Non-invasive Clinical Research Ethics Committee (Decision no:20.478.486, Date:02/13/2019). We adhered to the principles of the Declaration of Helsinki and relevant guidelines. Written informed consent was obtained from all participants in this study. Participants were ensured to provide their consent voluntarily and without coercion. Written informed consent to participate was obtained from all of the participants in this study. Before the research, the purpose of the study was explained to the students and that they could leave the study at any time. At the beginning of the study, it was informed that participation in the study was voluntary and that no grade would be given. The evaluation of this course consisted of 10 open-ended questions as part of the year-end assessment. Students were asked to name 10 yoga poses they knew, describe the posture, explain the benefits, indicate the indications and contraindications, and identify the associated chakras. The grade distribution of the students was as follows: AA (n:31), BA (n:16), BB (n:6), CB (n:6). Necessary precautions were taken to protect the confidentiality of the data, the identity information of the participants was not included in the data collection tools and all personal details in the data collection forms were kept confidential. The identifying images or other personal details of participants are presented in a way that does not compromise anonymity.

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Erki̇n, Ö., Çeti̇nkaya, A. & Güler, B. The phenomenon of yoga in the imagination of Turkish nursing students: "The way to place goodness in the heart". BMC Nurs 23 , 655 (2024). https://doi.org/10.1186/s12912-024-02288-y

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Conducting Your Literature Review. 3. A. literature reviewis an overview of the available research for a speciﬁc scientiﬁc topic. Literature reviews summarize existing research to answer a review question, provide the context for new research, or identify important gaps in the existing body of literature. We now have access to lots of ...
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A good research question is manageable in scope - not too broad, but not too narrow. If your topic is too broad, you may become overwhelmed with the amount of information and find it difficult to organize your ideas. If your topic is too narrow, you may not be able to find enough information to include in your literature review.
Developing a Research Question
The COSMIN (COnsensus-based Standards for the selection of health status Measurement INstruments) format is used for systematic review of measurement properties.Questions based on this format identify (1) the construct or the name(s) of the outcome measurement instrument(s) of interest, (2) the target population, (3) the type of measurement instrument of interest, and (4) the measurement ...
Research Guides: Literature Reviews: The Research Question
What is a Literature Review? Planning the Review; The Research Question. ... "I will interview college students participating in classes using OERs and ask them about the impact of these free resources on their college experience." Refining Your Research Question. To refine your research question, you can ask more questions.
Literature Review
Types of Literature Review are as follows: Narrative literature review: This type of review involves a comprehensive summary and critical analysis of the available literature on a particular topic or research question. It is often used as an introductory section of a research paper. Systematic literature review: This is a rigorous and ...
Writing a Literature Review
Writing a Literature Review. A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and ...
Literature Review for the Type of Interview in Qualitative Research
strengths of qualitative interview based on the techniques used, which include face to face, telephone, messenger and e-mail interviews. Face to face int erview is advantageous based on the amount ...
1. Identify the Question
Refine by Narrowing (Once you begin to understand the topic and the issues surrounding it, you can start to narrow your topic and develop a research question. Do this by asking the 6 journalistic question words. Ask yourself these 6 questions . These 6 journalistic question words can help you narrow your focus from a broad topic to a specific ...
How to phrase critical realist interview questions in applied social
Literature review: Interview questions in social realist studies. Download CSV Display Table. The literature review reveals varying degrees of realist paradigm influences on interview questions. While researchers elucidate their ontological position, the use of realist-informed questions is implied. Question design considerations are glanced ...
how to connect interview questions with literature review
how to connect interview questions with literature review
A Critical Review of Qualitative Interviews
Literature review . Generally speaking, when we first e ncounter the word 'interviewing', ... The interview questions were open-ended, descriptive, and non-directional (Creswell, 2013) and ...
PDF Literature Review of Interview/Re-Interview Protocol
To this end, this literature review offers a full understanding of interview. research methods, particularly in light of how they may be useful to interviewing. processes seeking information from migrant communities. Specifically, this literature review (in line with considerations outlined by.
(PDF) Interviews: Literature Review
Midterm Paper. Literature Review on Interviews as a Qualitative Method in. Ethnographic Studies. Introduction. The meaning of the word "interview" in its core is "to. question or talk with ...
The phenomenon of yoga in the imagination of Turkish nursing students
The aim of the research is to shed light on the experiences of a group of nursing students enrolled in a yoga elective course who practiced yoga regularly for 14 weeks, regarding yoga and the phenomenon of doing yoga, with a qualitative approach. This qualitative study was conducted at a public university in Izmir, Turkey. The study sample consisted of 61 students enrolled in the 1st-year yoga ...

Top 20 Literature Interview Questions & Answers

Common Literature Interview Questions

2. In what ways might post-colonial theory influence the interpretation of 19th-century literature?

3. Describe your method for evaluating the reliability of narrators in fiction.

4. What criteria do you use to determine the effectiveness of satire in a literary work?

5. Compare and contrast modernist and postmodernist themes in literature.

6. Identify the role of historical context in understanding Renaissance poetry.

7. Assess how gender theories have reshaped contemporary readings of classic texts.

8. Outline the impact of digital media on the evolution of storytelling techniques.

9. Which metrics do you consider when judging the success of a literary adaptation into film?

10. How does intertextuality play a part in creating depth within a work of literature?

11. What strategies would you employ to teach symbolism in literature to students?

12. Evaluate the significance of magical realism as a tool for political commentary.

13. Consider the importance of folklore in shaping national literatures.

14. Argue the merit of studying lesser-known authors alongside canonical writers.

15. Propose methods by which translation can preserve poetic qualities across languages.

16. How would you integrate reader-response criticism into a literature curriculum?

17. What are the challenges in interpreting allegorical content in medieval texts?

18. Determine the influence of psychoanalytic theory on character development analysis.

19. Analyze the ethical implications of writing autobiographical fiction.

20. Examine the relationship between epistolary form and emotional authenticity in novels.

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When determining your research question, one method is to start with a topic and work through these questions:

To refine your research question, you can ask more questions

Literature Review – Types Writing Guide and Examples

Literature Review

Types of Literature Review

Parts of Literature Review

Introduction

Literature Search

Literature Analysis

Critical Evaluation

How to write Literature Review

Examples of Literature Review

Applications of Literature Review