How to write a good Litt Review for a good essay P 1?

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• How to write a good Litt Review for a good essay
  P 1?
• Theoretical Framework
• Thesis interrelated variables
• Topic sentences
• Conclusion
• Citation in text
• References

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Critical Framework Rhetorical modes metaphor,
contrasts, rhetoric vs. reality Stages in
writing a thesis 1. Conceptual themes 2.
Linking subthemes using concepts 3. Developing a
thesis
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Metaphor University as Training
Centre University diploma as a license for
jobs Search for Knowledge vs. Information Trap
Rhetoric vs. reality Learning for
self-development vs. plum jobs Ethical learning
vs. cheating, plagiarism, grade-buying/begging
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• Contrast
• Undergrad Liberal education NOT specialization
• Aims Learning civic values NOT prejudices
  (racial, cultural, gender)
• University as a place of knowledge enhancement
  NOT partying, harassments, politicking, ethnic
  isolationism
• Youth into adulthood Self-actualization NOT
  youths self-identifying and self-glorifying
  practices.

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• A Bad Literature Review (Grade F)
• Summary of each author one after the other in
  some sequence
• No logic or inter-linkages between the articles
  to show the relevance.
• Itemization of concepts and arguments without
  showing relevance to your thesis
• Listing of articles with a good summary of each
• attached

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• How to do a review of literature?
• Critical look at the existing research that is
  significant to your topic
• It is not a summary of various articles
• Evaluate its relevance while summarizing others
  work on your topic
• Show the relationships between different works by
  showing how it relates to your work
• It is not a summary or concise description of
  others work.

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• Select your topic subthemes
• Show how they relate to others work
• What are the interrelated factors (or variables)
  that other authors have used in their studies on
  the topic
• Show how these variables relate to your work
• The literature review should provide the context
  for your research by looking at what work has
  already been done on your topic

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• A common error is to write descriptively rather
  than analytically.
• In Social Science your should choose
• Theories taught in class (Foucaults)
• Concepts or variables to build a thesis and
  framework
• Different writers arguments for and against
  your
• position
• Grouping of different writers arguments
• under concepts/themes
• Look at literature reviews by authors of your
  kit articles as examples

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• Various authors arguments
• Finding his/her arguments
• Finding interrelated factors (or variables) in
  the articles

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What are variables? Any higher education or
students issues e.g., university,
power/knowledge, information, anti-intellectualism
, cheating, body, consumerism, plagiarism,
curriculum, corporatization, Web tools (spyware,
Facebook, Twitter), social media, docile bodies
of students re. gender/class/race,
etc. Analysis focus Why and how are the above
influenced or influence outcomes on Body or of
true knowledge?
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• Your topics
• Are consumers Prisoners - students are treated as
  consumers of information rather than as pursuers
  of intellectual development?
• Gender and preference of arts or sciences?
• Web objectification and control Facebook
  privacy confessions
• Docile body or Commodification of the Body or
  Docility through body modifications." Are these
  a result of media or other societal influences?
• Plagiarists use their power (of appropriation)
  and control over others work vs. the development
  of self efficacy and ethics in the pursuit of
  true knowledge.

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• Topics (contd)
• Inscribing the Body Popular cultural power of
  media, body identity self-transformations,
  e.g., surgical modifications, tattooing, etc., in
  order to normalize the body
• Analyzing the social meaning of the body , e.g.,
  tattooed narratives on the skin does it socially
  objectify or liberate the body?
• Disciplining the body child, teen, youth to
  become docile. How does media, Facebook
  confessions turn the body docile?

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Seale, C (2006) Commodification of Body
Parts (Foucault) Apart from the medical
professionals and hospitals, as an independent
source of power, the mass media objectifies,
commercializes and spectaclizes the news about
human materials as a form of entertainment for
sale. Martin, E. (1993). Histories of Immune
Systems, Culture, Medicine and Psychiatry 17
67-76. (Foucault) Power conduits are
microcontrols that inspect, objectify and examine
the body in a multitude of contexts prisons,
hospitals, schools, the military, the factory.
The gaze of prison guards produce docile bodies.
Similarly, a patient willingly turns into a
docile body through the disciplinary gaze and
questions medical and health experts - the
therapist, doctor, sociologist, or demographer
address to her/him. ( let me know if you need
this article).
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• Turner (2006) Hospitals and Expert medical
  knowledge
• Contradictions present in medical knowledge and
  governmentality
• Ethics of curing illnesses vs. profit from
  maintaining life-long illnesses
• Corporate monopolistic control of pharmaceutical
  industries vs. remedies through ethical methods
  and effective cures
• Medical specialization vs. general medicine
• Global free market in body parts vs. ethical
  medicine.

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• Consumers as Prisoners (Foucault)
• Consumers of what? Students as trainees for the
  job market, Internet users for buying or selling
  wares, beauty product buyers, Body modifiers
  through cosmetic surgery or Extreme make-over on
  TV.
• Power represses and disciplines. How?
• Disciplinary societys means of control of
  individuals
• Surveillance
• Normalization
• Objectification
• through
• Confession
• Governmentality
• Expert knowledge

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• Dimitriadis, G. (2006) 'On the Production of
  Expert Knowledge
• Revisiting Edward Said's work on the
  intellectual', Discourse
• Studies in the Cultural Politics of Education,
  273, 369 382.
• Production of intellectuals and Expert knowledges
• Foucault
• The official notion of scholarly idea is cut
  off from the plurality of realities (E. M. Said)
• Production of expertise dangers of
  professional expertise expert implies
  narrow notions of control and competence - fewer
  people able to speak from privileged positions
• Speak truth to power addresses multiple
  audiences
• Knowledges are treated as commodities,
  independent of those who produce them.
• Professional, Amateur, Reflective activist
• academia is perhaps the last utopia (let me
  know if you need this article)

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• Example topic Students are produced. Why How?
• Thesis (Marxist) Increasingly higher education
  is being relegated from the status of being a
  public good, being privatized as a commodity, and
  regarded as a part of the production process in
  industrial societies. To obtain such an
  education, students pay continually increasing
  fees. The curricular content is geared to
  passive training rather than to think and reflect
  critically. Students must acquire degrees for
  fear of failure in the job market where, as
  workers, they are commodified.
• Some arguments
• The neoliberal state has reduced the public
  funding to high education
• State has encouraged privatization of the
  university
• Branding of universities
• Corporate funding control

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• (Marxist (contd)
• 1. Corporate funding corp. culture in higher
  education (Giroux, 2002)
• Corporate and State control over the civil
  society
• Manipulated research vs. ethical research
• Applied/ Vocational learning vs. critical
  thinking and intellectualism
• 2. Corporate concentration of power (Winter
  (2002) Media Monopoly)
• Corporate Surveillance and reinforcement of
  obedience
• Corporate Punishment (of firing for jobs)

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• Read with a purpose
• Summarize the work you read but you must also
  decide which ideas or information are important
  to your research (so you can emphasize them)
• Which are less important and can be covered
  briefly or left out of your review.
• Look for the major concepts, conclusions,
  theories, arguments etc. that underlie the work
• Look for similarities and differences with
  closely related work.

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• Write with a purpose your aim should be to
  evaluate and show relationships between the work
  already done and how you will use Foucaults
  concepts to analyze them.
• Is Researcher Y's arguments more convincing than
  Researcher X's?
• Did Researcher X build on the work of Researcher
  Y?
• What is your position between this work and your
  own.
• To do this effectively you should carefully
  plan how you are going to organize your work

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• Here are some of the questions your literature
  review should answer
• What do we already know on the topic?
• What are the key concepts or the main factors or
  variables in the literature?
• What are the relationships between these key
  concepts, factors or variables?
• What are the existing theories or arguments?
• Where are the inconsistencies or other
  shortcomings in our knowledge and understanding
  of the topic?

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• What views need to be (further) researched?
• What is the gap in the research you try to fill?
• What is your objective in further researching
  this problem?
• What contribution can the present study be
  expected to make?

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• Remember the purpose
• The lit review should answer the questions we
  looked at above
• Look at how published writers review the
  literature.

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• Read with a purpose
• Summarize the work you read but you must also
  decide which ideas or information are important
  to your research (so you can emphasize them)
• Which are less important and can be covered
  briefly or left out of your review.
• Look for the major concepts, conclusions,
  theories, arguments etc. that underlie the work
• Look for similarities and differences with
  closely related work.

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• Write with a purpose your aim should be to
  evaluate and show relationships between the work
  already done.
• Is Researcher Y's arguments more convincing than
  Researcher X's?
• Did Researcher X build on the work of Researcher
  Y?
• What is your position between this work and your
  own.
• To do this effectively you should carefully
  plan how you are going to organize your work

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• Unless developments over time are crucial to
  explain the context of your research problem,
  using a chronological system will not be an
  effective way to organize your work.

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My hypothesis
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I will examine, through the use of scholarly
material
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Exploration of two interrelated issues
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The theoretical perspective they (one set of
authors) support In opposition (or Juxtaposed
to ), other authors (other group of ) argue
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Within each perspective, further subthemes can
be discerned
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Within each perspective, further subthemes can
be discerned
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Each grouping, distinct in their theoretical
perspectives, is grounded in arguments that are
interconnected within the groupings I have
identified.
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the underlying theme supporting the entire set
of arguments ...
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Several authors, argue from the theoretical
perspective
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On the conceptual theme Harris (2003) argues
Conversely, Roberts (1998) argues
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The underlying argument of each author studied is
centred on