example of preliminary literature review in concept paper

Preliminary Literature Review: A Guide for Effective Research

Discover the importance of a preliminary literature review in research and learn systematic techniques to conduct one effectively.

In the realm of scientific research, a thorough understanding of existing knowledge and developments in a specific field is essential for driving new discoveries. This is where a preliminary literature review comes into play, serving as the foundation for any successful research endeavor. In this article, we will delve into the significance of a preliminary literature review, explore its purpose, outline the steps involved, provide useful tips, and highlight the benefits of conducting this critical process.

Introduction to Preliminary Literature Review

The preliminary literature review serves as an initial investigation into the existing body of knowledge surrounding a research topic. It involves identifying and analyzing relevant sources to gain a comprehensive understanding of the subject matter. By conducting a preliminary literature review, researchers can uncover existing theories, identify knowledge gaps, and formulate research questions that contribute to the advancement of their field.

Purpose of a Preliminary Literature Review

The primary purpose of a preliminary literature review is to establish a strong foundation for the research project. It aids researchers in understanding the historical context, current trends, and gaps in knowledge related to their research topic. By reviewing existing literature, researchers can refine their research questions, develop appropriate methodologies, and avoid duplicating previous studies. A well-executed preliminary literature review enables researchers to build upon existing knowledge and contribute original insights to the scientific community.

Steps Involved in a Preliminary Literature Review

Identifying keywords and sources.

The first step in conducting a preliminary literature review is identifying keywords and sources relevant to the research topic. Keywords are essential for effective database searches, allowing researchers to locate pertinent articles, books, and other resources. It is crucial to select appropriate databases, such as PubMed , Scopus , or Web of Science, based on the subject area. Additionally, consulting experts, exploring reference lists of relevant publications, and utilizing citation-tracking tools can help researchers identify valuable sources.

Evaluating and Selecting Sources

Once researchers identify potential sources, they must evaluate their relevance, credibility, and quality. Critical evaluation ensures the inclusion of reliable and authoritative information in the preliminary literature review. Researchers should consider factors such as the author’s expertise, publication date, peer-review status, and the reputation of the journal or conference. Selecting high-quality sources enhances the validity and reliability of the review, strengthening the foundation of the research.

Identifying Themes, Debates, and Gaps

After gathering a range of sources, researchers should analyze and identify common themes, debates and gaps within the existing literature. Themes represent recurring topics or ideas, while debates involve conflicting viewpoints or unresolved issues. Identifying these aspects helps researchers understand the current state of knowledge and potential areas for further exploration. Recognizing gaps in existing literature enables researchers to formulate research questions that address unresolved issues and contribute to the advancement of their field.

Outlining the Structure of the Literature Review

Creating a clear and logical structure is crucial for organizing the preliminary literature review effectively. Researchers should establish a coherent flow of ideas, grouping related concepts together and providing a seamless transition between sections. An outline can serve as a roadmap for the review, ensuring that all key aspects are covered. By organizing the literature review in a structured manner, researchers can present their findings in a cohesive and engaging way.

Writing the Preliminary Literature Review

Introduction.

The introduction of the preliminary literature review sets the stage by providing a brief overview of the research topic, highlighting its significance, and explaining the objectives of the review. It should capture the reader’s attention, establish the context, and clearly state the research questions or objectives that the review aims to address.

Body of the Literature Review

The body of the preliminary literature review presents a critical analysis of the identified sources. It should discuss the main themes, debates, and gaps in the existing literature, highlighting key findings and theories. Researchers should compare and contrast different perspectives, evaluate the strengths and limitations of each study, and synthesize the information to generate new insights. Proper citation and referencing are essential to acknowledge the contributions of other researchers.

The conclusion of the preliminary literature review should summarize the key findings, emphasize the importance of the research topic, and outline potential avenues for future research. It should also address any unresolved debates or gaps in the existing literature and highlight the significance of the research project to be proposed.

Proofreading and Editing

Once you write the preliminary literature review, it is crucial to proofread and edit the document meticulously. Researchers should ensure that the review is free of grammatical errors, typos, and formatting inconsistencies. Proofreading also helps in refining the clarity and coherence of the review, enhancing its overall quality and readability.

Learn more about editing and proofreading in this article .

Tips for Writing an Effective Preliminary Literature Review

• Start early : Initiate the preliminary literature review early in the research process to allow ample time for thorough exploration and analysis.
• Be systematic : Develop a clear plan and follow a systematic approach to ensure comprehensive coverage of relevant literature.
• Take detailed notes : Maintain organized notes while reviewing sources, highlighting key points, and recording relevant citations for easy reference.
• Stay focused : Maintain a clear focus on the research objectives and avoid being sidetracked by irrelevant or tangential information.
• Seek feedback : Share the preliminary literature review with peers or mentors to gather valuable feedback and incorporate suggestions for improvement.

Common Mistakes to Avoid when Writing a Preliminary Literature Review

• Lack of focus : Failing to establish a clear focus or research question can lead to a scattered and unfocused literature review.
• Insufficient analysis : Merely summarizing existing literature without critically analyzing the findings and identifying gaps limits the value of the review.
• Over-reliance on a single source : Relying heavily on a single source may introduce bias and limit the breadth of the literature review.
• Poor organization : Inadequate structuring and organization can make the review confusing and difficult to follow, hindering the reader’s understanding.

Benefits of Conducting a Preliminary Literature Review

Conducting a preliminary literature review offers several benefits to researchers. It helps researchers:

• Gain a comprehensive understanding of existing knowledge;
• Identify gaps and research opportunities;
• Develop research questions and hypotheses;
• Refine research methodologies and study designs;
• Avoid duplication and build upon existing research;
• Contribute original insights to the scientific community.

Tools and Resources for Conducting a Preliminary Literature Review

Several tools and resources can assist researchers in conducting a preliminary literature review effectively. Databases like PubMed , Scopus , and Web of Science offer vast collections of academic articles. Reference management tools such as EndNote, Zotero, and Mendeley facilitate organizing and citing sources. Furthermore, online communities and forums like ResearchGate provide opportunities to connect with other researchers and access valuable insights.

Examples of Good Preliminary Literature Reviews

Researchers can search for literature review examples on academic databases, such as PubMed , Google Scholar , or institutional repositories, by using relevant keywords related to their research topic. Additionally, many universities and research institutions have their own online databases where you can find literature reviews published by their faculty members or researchers.

When searching for literature reviews, it is helpful to include specific keywords related to your research topic, followed by phrases such as “literature review” or “systematic review.” This will help narrow down your search results and find relevant examples in your field of study.

Remember to cite properly any sources you use in your research and adhere to the referencing style required by your institution or publisher.

In conclusion, a preliminary literature review is an indispensable component of scientific research, providing researchers with a solid foundation for their investigations. By following the outlined steps, researchers can conduct a thorough review, identify gaps in knowledge, and contribute to their field. Writing an effective preliminary literature review requires meticulous attention to detail, critical analysis, and adherence to proper citation practices. With the right tools and resources, researchers can enhance their understanding of existing knowledge and effectively communicate their scientific findings.

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What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process. 

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 

How to write a good literature review 

• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• How to write a literature review faster with Paperpal? 
• Frequently asked questions 

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2  

1. Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 

2. Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 

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3. Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 

4. Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 

5. Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 

6. Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic. 

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies: 

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements. 

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources. 

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems. 

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning. 

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Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements. 

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review. 

• Opening Statement: Begin with a general statement about the broader topic and its significance in the field. 
• Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address. 
• Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research. 
• Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic. 
• Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review. 

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria. 

• Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement. 
• Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic. 
• Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature. 
• Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps. 
• Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review. 

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Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research. 

• Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective. 
• Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field. 
• Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice. 
• Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field. 
• Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community. 

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1  

Choose a Topic and Define the Research Question:

• Select a topic that is relevant to your field of study. 
• Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore? 

Decide on the Scope of Your Review:

• Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview? 
• Consider the geographical scope. Is your review global, or are you focusing on a specific region? 
• Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude? 

Select Databases for Searches:

• Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. 
• Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic. 

Conduct Searches and Keep Track:

• Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques. 
• Record and document your search strategy for transparency and replicability. 
• Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references. 

Review the Literature:

• Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies. 
• Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research. 
• Summarize key findings and arguments from each source. Compare and contrast different perspectives. 
• Identify areas where there is a consensus in the literature and where there are conflicting opinions. 
• Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research? 

Organize and Write Your Literature Review:

• Literature review outline should be based on themes, chronological order, or methodological approaches. 
• Write a clear and coherent narrative that synthesizes the information gathered. 
• Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.). 
• Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research. 

Whether you’re exploring a new research field or finding new angles to develop an existing topic, sifting through hundreds of papers can take more time than you have to spare. But what if you could find science-backed insights with verified citations in seconds? That’s the power of Paperpal’s new Research feature!  

How to write a literature review faster with Paperpal?

Paperpal, an AI writing assistant, integrates powerful academic search capabilities within its writing platform. With the Research feature, you get 100% factual insights, with citations backed by 250M+ verified research articles, directly within your writing interface with the option to save relevant references in your Citation Library. By eliminating the need to switch tabs to find answers to all your research questions, Paperpal saves time and helps you stay focused on your writing.   

Here’s how to use the Research feature:  

• Ask a question: Get started with a new document on paperpal.com. Click on the “Research” feature and type your question in plain English. Paperpal will scour over 250 million research articles, including conference papers and preprints, to provide you with accurate insights and citations. 
• Review and Save: Paperpal summarizes the information, while citing sources and listing relevant reads. You can quickly scan the results to identify relevant references and save these directly to your built-in citations library for later access. 
• Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a good literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. By combining effortless research with an easy citation process, Paperpal Research streamlines the literature review process and empowers you to write faster and with more confidence. Try Paperpal Research now and see for yourself.  

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.  

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic. 

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods. 

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers.  Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved.  Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic.  Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings.  Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject.  It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review:  Introduction:   Provide an overview of the topic.  Define the scope and purpose of the literature review.  State the research question or objective.  Body:   Organize the literature by themes, concepts, or chronology.  Critically analyze and evaluate each source.  Discuss the strengths and weaknesses of the studies.  Highlight any methodological limitations or biases.  Identify patterns, connections, or contradictions in the existing research.  Conclusion:   Summarize the key points discussed in the literature review.  Highlight the research gap.  Address the research question or objective stated in the introduction.  Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows: 

References 

• Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234. 
• Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis. 
• Cantero, C. (2019). How to write a literature review.  San José State University Writing Center . 

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Published by Nicolas at January 17th, 2024 , Revised On January 23, 2024

What Is A Preliminary Literature Review

Embarking on a research journey requires careful planning and a solid foundation of knowledge about the existing body of work related to the chosen topic. One crucial step in this process is the preliminary literature review, a comprehensive examination of previously published research that lays the groundwork for a successful study. 

Table of Contents

This blog will help you understand what is a preliminary literature review, its purpose, and how to write one. 

What Is A Preliminary Literature Review – Definition

A preliminary literature review is a comprehensive survey of existing scholarly works, articles, books, and other sources that are relevant to a particular research topic or question. This type of literature review is conducted at the beginning of a research project to gain an understanding of the existing knowledge in the field and to identify gaps, trends, and key concepts that will inform the researcher’s own study.

Purpose Of A Preliminary Literature Review

The purpose of a preliminary literature review is to:

Establish A Foundation

It helps researchers familiarize themselves with the existing literature related to their research topic and thesis statement . This foundation is crucial for understanding the context and background of the subject.

Identify Gaps And Trends

By reviewing existing literature, researchers can identify gaps in current knowledge or areas where further research is needed. They can also identify trends, controversies, and debates within the field.

Refine Research Questions And Objectives

The information gathered from the literature review in a thesis or a dissertation helps researchers refine their research questions and objectives. It allows them to tailor their study to contribute meaningfully to the existing body of knowledge.

Avoid Duplication

Researchers can ensure they are not duplicating efforts by conducting a preliminary literature review. This step helps them understand what has already been studied and published.

Build A Theoretical Framework

The literature review aids in constructing a theoretical framework for the study by highlighting relevant theories and concepts that will guide the research.

Support Methodological Choices

It provides insights into the methodologies used in previous studies, helping researchers make informed decisions about their own research methods.

Structure Of A Preliminary Literature Review

The structure of a preliminary literature review generally follows a systematic and organized approach. While specific requirements may vary based on academic disciplines or the nature of the research paper , here is a general structure that can be adapted:

Introduction

• Introduce the research topic or question.
• Provide context for the importance of the topic.
• State the purpose of the literature review.

Scope And Objectives

• Define the scope of the literature review (e.g., specific time frame, geographic area, key concepts).
• Clearly state the objectives of the literature review.

Search Strategy

• Describe the methods used to search for relevant literature (databases, keywords, inclusion/exclusion criteria).
• Explain the rationale for the chosen search strategy.

Selection Criteria

Specify the criteria used to select the literature for review (e.g., peer-reviewed journals, recent publications, relevance to research questions).

Organization Of The Review

• Group literature by themes, concepts, or methodologies.
• Provide a rationale for the chosen organizational structure.

Synthesis Of Key Findings

• Summarize the main findings from each selected source to further strengthen your hypothesis .
• Highlight key concepts, theories, methodologies, and gaps in the literature.

Critical Evaluation

• Critically assess the strengths and weaknesses of each source.
• Consider the credibility, reliability, and validity of the research presented.

Identification Of Gaps And Trends

• Identify gaps or limitations in the existing meta synthesis literature .
• Highlight trends, patterns, or recurring themes across different studies.

Theoretical Framework

• Integrate relevant theories and frameworks that emerge from the literature.
• Discuss how existing theories inform the research question.

Methodological Insights

• Summarize the methodologies employed in previous studies.
• Discuss the implications of these methodologies for the current research.

Implications For Research

• Discuss how the literature review findings inform the current research’s design and objectives.
• Highlight potential contributions to the field.
• Summarize the key points of the literature review.
• Emphasize the significance of the literature review in guiding the current research paper format .

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Tips For Effectively Writing A Preliminary Literature Review

Now that you are familiar with what is a preliminary literature review and its structure, here are some tips to help you write a literature review that is informative, well-organized, and contributes to the overall success of your research:

Tip 1: Define Clear Objectives

Clearly articulate the objectives of your literature review. What are you trying to achieve? What questions do you want to answer? Defining clear objectives will guide your literature search and organization.

Tip 2: Create A Well-Defined Scope

Clearly define the scope of your literature review. Consider factors such as the time frame, geographic focus, and specific concepts or variables you are interested in. A well-defined scope helps you manage the breadth of your review.

Tip 3: Organize Your Review Logically

Organize the literature logically by themes, concepts, or methodologies. Consider whether a chronological, thematic, or methodological organization best suits your research objectives.

Tip 4: Use A Systematic Search Strategy

Develop a systematic search strategy to find relevant literature. Use appropriate databases, keywords, and inclusion/exclusion criteria. Document your search process to enhance transparency and reproducibility.

Tip 5: Keep Detailed Records

Keep detailed records of the sources you consult. Include bibliographic information, summaries of key findings, and notes on the methodology. This will save time and help you keep track of your sources.

Tip 6: Critically Evaluate Each Source

Provide a critical evaluation of each source. Assess the credibility, reliability, and validity of the research presented. Discuss the strengths and weaknesses of each study.

Tip 7: Synthesize Key Findings

Synthesize key findings from each source. Summarize the main concepts, theories, and methodologies. Identify common themes and patterns across different studies.

Tip 8: Highlight Gaps And Trends

Clearly identify gaps or limitations in the existing literature. Highlight trends, patterns, or recurring themes. Discuss how these gaps and trends inform your research objectives.

Tip 9: Connect Sources And Concepts

Show how different sources and concepts connect to each other. Demonstrate the relationships between studies and how they contribute to the overall understanding of the research topic.

Tip 10: Build A Theoretical Framework

Integrate relevant theories and frameworks that emerge from the literature. Discuss how existing theories inform your research questions and objectives.

Tip 11: Maintain Cohesiveness

Ensure that your literature review maintains a cohesive and logical flow. Each section should contribute to an understanding of the existing knowledge related to your research topic.

Tip 12: Use Clear And Concise Language

Write in clear and concise language. Avoid unnecessary jargon and ensure that your writing is accessible to a broad audience. Clearly communicate your ideas and findings.

Tip 13: Revise And Edit

Review, revise, and edit your literature review. Check for clarity, coherence, and consistency. Ensure that your review meets the requirements of your academic or research context.

Tip 14: Seek Feedback

Seek feedback from peers, mentors, or colleagues. Getting input from others can help you identify areas for improvement and ensure the quality of your literature review.

What Is A Preliminary Literature Review Example

Title: The Impact of Social Media on Mental Health: A Preliminary Literature Review

Social media has become an integral part of daily life, transforming the way individuals communicate, share information, and connect with others. As this digital landscape continues to evolve, there is a growing concern about its potential impact on mental health. This literature review aims to explore existing research on the relationship between social media use and mental health outcomes.

Social Media Use and Mental Health

Several studies have highlighted a positive correlation between excessive social media use and increased levels of anxiety and depression (Smith, 2018; Jones et al., 2019). The constant exposure to curated content and social comparisons on platforms like Instagram and Facebook may contribute to heightened feelings of inadequacy and stress.

Research indicates a strong association between cyberbullying on social media and adverse psychological outcomes in both adolescents and adults (Williams & Johnson, 2020; Wang et al., 2017). The anonymity and widespread reach of social media platforms amplify the negative impact of online harassment.

Social Media Addiction and Mental Health

The concept of social media addiction has gained attention in recent years, with studies suggesting a link between excessive social media use and addictive behaviours (Kuss & Griffiths, 2017; Andreassen et al., 2019). The constant need for validation and engagement may contribute to a cycle of dependency, adversely affecting mental well-being.

Positive Aspects and Moderators

Contrary to the negative associations, some studies emphasize the positive role of social media in fostering social support and connection (Primack et al., 2020; Ellison et al., 2014). Platforms like Twitter and online support groups may enhance social ties and provide emotional support, thereby positively influencing mental health.

Research suggests that the way individuals use social media may be a crucial factor in determining its impact on mental health (Verduyn et al., 2017; Twenge & Campbell, 2018). Passive consumption and excessive scrolling may contribute to negative outcomes, while active engagement and meaningful interactions could have a protective effect.

While existing literature presents a nuanced picture of the relationship between social media use and mental health, it is clear that further research is needed to understand the underlying mechanisms and potential moderating factors. This preliminary review highlights the need for a comprehensive examination of both the positive and negative aspects of social media in shaping mental health outcomes.

Frequently Asked Questions

What is a preliminary literature review.

A preliminary literature review is an initial survey of existing academic sources on a specific topic to identify key themes, gaps, and debates. It provides a foundation for further research and helps researchers understand the current state of knowledge on the subject.

How to write a preliminary literature review?

To write a preliminary literature review, define your research topic, search for relevant academic sources, summarize key findings, and identify patterns or gaps. Organize the information coherently, highlighting existing debates and areas requiring further exploration.

How to write a preliminary literature review example?

When writing a preliminary literature review, begin by introducing the research topic. Summarize key findings from relevant sources, highlighting themes and gaps. Conclude with a brief assessment of the existing knowledge, paving the way for future research.

What is the meaning of preliminary literature review?

A preliminary literature review is an early-stage examination of existing academic works on a specific topic. It helps researchers understand current scholarship, identify gaps or trends, and lay the groundwork for a more comprehensive review in the later stages of the research process.

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• What is a Literature Review? | Guide, Template, & Examples

What is a Literature Review? | Guide, Template, & Examples

Published on 22 February 2022 by Shona McCombes . Revised on 7 June 2022.

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.

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 summarise sources – it analyses, synthesises, and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

Why write 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, frequently asked questions about literature reviews, introduction.

• Quick Run-through
• Step 1 & 2

When you write a dissertation or thesis, you will 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 scholarly context
• Develop a theoretical framework and methodology for your research
• Position yourself in relation to other researchers and theorists
• Show how your dissertation addresses a gap or contributes to a debate

You might also have to write a literature review as a stand-alone assignment. In this case, the purpose is to evaluate the current state of research and demonstrate your knowledge of scholarly debates around a topic.

The content will look slightly different in each case, but the process of conducting a literature review follows the same steps. 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 objectives and questions .

If you are writing a literature review as a stand-alone assignment, you will have to choose a focus and develop a central question to direct your search. Unlike a dissertation research question, this question has to be answerable without collecting original data. You should be able to answer it based only on a review of existing publications.

Make a list of keywords

Start by creating a list of keywords related to your research topic. 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 if 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 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 use boolean operators to help narrow down your search:

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.

To identify the most important publications on your topic, take note of recurring citations. If the same authors, books or articles keep appearing in your reading, make sure to seek them out.

You probably won’t be able to read absolutely everything that has been written on the topic – you’ll have to evaluate which sources are most relevant to your questions.

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?
• How does the publication contribute to your understanding of the topic? What are its key insights and arguments?
• 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 find out how many times an article has been cited on Google Scholar – a high citation count means the article has been influential in the field, and should certainly be included in your literature review.

The scope of your review will depend on your topic and discipline: in the sciences you usually only review recent literature, but in the humanities you might take a long historical perspective (for example, to trace how a concept has changed in meaning over time).

Remember that you can use our template to summarise and evaluate sources you’re thinking about using!

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’s important to keep track of your sources with references to avoid plagiarism . It can be helpful to make an annotated bibliography, where you compile full reference 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.

You can use our free APA Reference Generator for quick, correct, consistent citations.

To begin organising your literature review’s argument and structure, you need to 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 organising the body of a literature review. You should have a rough idea of your strategy before you start writing.

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 summarising sources in order.

Try to analyse 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 organise 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.

If you are writing the literature review as part of your dissertation or thesis, reiterate your central problem or research question and give a brief summary of the scholarly context. You can emphasise the timeliness of the topic (“many recent studies have focused on the problem of x”) or highlight a gap in the literature (“while there has been much research on x, few researchers have taken y into consideration”).

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, make sure to follow these tips:

• Summarise and synthesise: give an overview of the main points of each source and combine them into a coherent whole.
• Analyse and interpret: don’t just paraphrase other researchers – add your own interpretations, 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 transitions and topic sentences to draw connections, comparisons and contrasts.

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

If the literature review is part of your dissertation or thesis, reiterate how your research addresses gaps and contributes new knowledge, or discuss how you have drawn on existing theories and methods to build a framework for your research. This can lead directly into your methodology section.

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 dissertation , thesis, research paper , or proposal .

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

• To familiarise 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  dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

Cite this Scribbr article

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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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Literature Review Example/Sample

Detailed Walkthrough + Free Literature Review Template

If you’re working on a dissertation or thesis and are looking for an example of a strong literature review chapter , you’ve come to the right place.

In this video, we walk you through an A-grade literature review from a dissertation that earned full distinction . We start off by discussing the five core sections of a literature review chapter by unpacking our free literature review template . This includes:

• The literature review opening/ introduction section
• The theoretical framework (or foundation of theory)
• The empirical research
• The research gap
• The closing section

We then progress to the sample literature review (from an A-grade Master’s-level dissertation) to show how these concepts are applied in the literature review chapter. You can access the free resources mentioned in this video below.

PS – If you’re working on a dissertation, be sure to also check out our collection of dissertation and thesis examples here .

FAQ: Literature Review Example

Literature review example: frequently asked questions, is the sample literature review real.

Yes. The literature review example is an extract from a Master’s-level dissertation for an MBA program. It has not been edited in any way.

Can I replicate this literature review for my dissertation?

As we discuss in the video, every literature review will be slightly different, depending on the university’s unique requirements, as well as the nature of the research itself. Therefore, you’ll need to tailor your literature review to suit your specific context.

You can learn more about the basics of writing a literature review here .

Where can I find more examples of literature reviews?

The best place to find more examples of literature review chapters would be within dissertation/thesis databases. These databases include dissertations, theses and research projects that have successfully passed the assessment criteria for the respective university, meaning that you have at least some sort of quality assurance. 

The Open Access Thesis Database (OATD) is a good starting point. 

How do I get the literature review template?

You can access our free literature review chapter template here .

Is the template really free?

Yes. There is no cost for the template and you are free to use it as you wish. 

Psst… there’s more!

This post is an extract from our bestselling short course, Literature Review Bootcamp . If you want to work smart, you don't want to miss this .

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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.

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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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How to Write a PhD Concept Paper

A concept paper – or concept note – is one of the initial requirements of a PhD programme. It is normally written during the PhD application process as well as early on in the programme once a student has been admitted.

A concept paper is basically a shorter version of a research proposal – in most cases between 2,000 and 2,500 words – that expresses the research ideas of the potential PhD student.

Besides being short, it should be concise yet have adequate details to convince the Department the student is applying to that he/she is worth being admitted to the programme.

Example of a title with a sub-title

References/bibliography, why do phd programmes require applicants to submit a concept paper.

A concept paper serves four main purposes:

• It gives the Department the student is applying to an idea of the student’s research interests.
• Based on point one, it informs the Department whether the student will be a good fit to the Department or not. To be a good fit, the research interests of the applicant should match those of the Department’s faculty.
• Based on the two points above, it enables the Department to offer support to the student throughout his/her PhD studies in the form of supervision and mentorship.
• Because the concept paper is written – and must be accepted – before the full proposal, it saves the student time and effort that would otherwise be spent on topics that may end up being rejected by the Department. A concept paper is therefore the first step to writing the PhD thesis/dissertation (see the figure below).

Format of a PhD Concept Paper

The format of a concept paper might vary from one university to another. A PhD student should therefore read the guidelines provided by his/her University of interest before writing a concept paper.

In general, the following is a common format of a concept paper:

Title of proposed study

The title of the proposed study is the first element of a concept paper.

The title should describe what the study is about by highlighting the variables of the study and the relationship between the variables if applicable.

The title should be short and specific: it is best to have a title that is not more than 15 words’ long.

Example of a title:

Use of Mobile Phone Applications for Weight Management in the United States

In order to add more specificity to the title, you can add a subtitle to the main title. The title and subtitle should be separated by a full colon.

Use of Mobile Phone Applications for Weight Management in the United States:

A Behavioural Economics’ Analysis

Background to the study

The background to the study contains the following elements:

• The history of the topic, both globally and in the proposed location of your study.
• What other researchers have found out from their own studies.
• What the gaps in the existing literature are, that is, what the other researchers have not addressed.
• What your study will contribute towards filling the identified gaps.

The implication of the above is that one must have conducted some literature review prior to writing the background to the study.

Statement of the problem

The statement of the problem is a clear description of the issue that the study will address, the relevance of the issue, the importance (benefits) of addressing the issue, and the method the researcher will use to address the issue.

Goal and objectives of the study

Once you have identified the problem of your study, the next step is to write the goal and objectives of the study. There is a difference between these two:

The goal of the study is a broad statement of what the researcher hopes to accomplish at the end of the study. The goal should also be related to the problem statement.

Any given project should have one goal because having many goals would lead to confusion. However, that one goal can have multiple elements in it, which would be accomplished through the project’s objectives.

The objectives of the study, on the other hand, are specific and detailed statements of how the researcher will go about accomplishing the stated goal.

The objectives should:

• Support the accomplishment of the goal.
• Follow a sequence, that is, like a step-by-step order. This will help you frame the activities needed to be undertaken in a logical manner so that the goal is achieved.
• Be stated using action verbs, for instance, “to identify”, “to create”, “to establish”, “to measure”, etc.
• Be about 3-4: having too few of objectives will limit the scope of your PhD dissertation, while having too many objectives may complicate the dissertation.
• Be SMART, that is, Specific, Measurable, Achievable, Realistic, and Time-bound.

The video below clearly explains how to set SMART goals and objectives:

https://www.youtube.com/watch?v=MAhs-m6cNzY

Important tip 1: depending on your PhD programme, you may be required to have at least 3 journal papers to qualify for graduation. Each of your objectives can be converted into a separate journal paper on its own.

Research questions and hypotheses

Every PhD dissertation needs research questions. Research questions will help the student stay focused on his/her research.

The aim of the research is to provide answers to the research questions. The answers to the questions will form the thesis statement.

Examples of research questions:

In the title example given earlier about use of mobile phone applications for weight management in the United States, a student may be interested in the following questions:

• To what extent do adults in the United States use mobile phone applications to manage their weight?
• Is there any gender disparity in the use of mobile phone apps for weight management in the United States?
• How effective are mobile apps for weight management in the United States?

Good research questions are those that can be explored deeply and widely as well as defended using evidence. Questions with ‘yes” or “no” responses are not academic-worthy.

When developing research questions, you also need to think about the data that will be required to answer the questions. Do you have access to that data? If no, will your time and financial resources allow you to collect that data?

Important tip 2: Your PhD study is time-limited therefore data requirement issues need to be thought through at the initial stages of your concept paper writing so that you don’t waste too much time either collecting the data in the future or trying to access the data if it already exists elsewhere.

Preliminary literature review

At the concept paper stage, a preliminary literature review serves three main purposes:

• It shows whether you have knowledge of the current state of debate about your chosen topic.
• It shows whether you are familiar with the experts in your chosen topic.
• It also helps you identify the research gaps.

Proposed research design, methods and procedures

This sections provides a brief overview of the research methodology that you will adopt in your study. Some issues to consider include:

• Will your study use quantitative, qualitative or mixed-methods approach?
• Will you use secondary or primary data?
• What will be the sources of your data? Will you need any ethical clearance from your university before collecting data?
• Will the data sources be readily accessible?
• Will you use external assistance for data collection? Or will you do all the data collection yourself?
• How will the data be analysed? Which softwares will you use? Are you competent in those softwares?

While the above issues are important to think through, please note that the research design and methods will be informed by your research objectives and research questions. As an illustration:

A research question that aims to measure the effect of one (or more) variable(s) on another variable will definitely require quantitative research methods.

On the other hand, a research question that aims to explain the existence of a phenomenon will render itself to the use of qualitative research methods.

Contribution to knowledge

This is perhaps the most important aspect of a PhD dissertation. Your concept note needs to briefly highlight how your project will add value to knowledge.

Making significant contribution to knowledge at the PhD level does not mean a Nobel prize standard of knowledge (this you can do after your PhD when you’ll have all the time in the world to do so). You can achieve this in various ways:

• New applications of existing ideas.
• New interpretations of previous ideas.
• Investigating an existing issue in a new location.
• Development of a new theory.
• Coming up with a new technique, among others.

The last section of the concept paper is the reference list or bibliography. This is the section that lists the literatures that you have reviewed and cited in your paper.

There is a slight difference between a reference list and a bibliography:

A reference list includes all those studies that have been directly cited in the paper.

A bibliography, on the other hand, includes all those studies that have been directly cited in the paper as well as those that were reviewed and consulted but not cited in the paper.

When creating the reference list/bibliography, one should be mindful of the referencing style that is required by their PhD department (that is, whether APA, MLA, Chicago, Havard, etc).

Final Thoughts on Writing a PhD Concept Paper

The concept paper is the first step to writing the PhD dissertation. Once accepted, the student will proceed to writing the proposal, which will then be defended before proceeding with writing the full dissertation.

The concept paper is a mini-proposal and has most of the components expected in the proposal.

However, the concept paper should be short and precise while at the same time have adequate information to enable the PhD Committee of the PhD Programme the student is applying to judge if the student will be a good fit to the programme or not.

Related posts

How To Choose a Research Topic For Your PhD Thesis (7 Key Factors to Consider)

Comprehensive Guidelines for Writing a PhD Thesis Proposal (+ free checklist for PhD Students)

Grace Njeri-Otieno

Grace Njeri-Otieno is a Kenyan, a wife, a mom, and currently a PhD student, among many other balls she juggles. She holds a Bachelors' and Masters' degrees in Economics and has more than 7 years' experience with an INGO. She was inspired to start this site so as to share the lessons learned throughout her PhD journey with other PhD students. Her vision for this site is "to become a go-to resource center for PhD students in all their spheres of learning."

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Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education Researchers

Julie a. luft.

† Department of Mathematics, Social Studies, and Science Education, Mary Frances Early College of Education, University of Georgia, Athens, GA 30602-7124

Sophia Jeong

‡ Department of Teaching & Learning, College of Education & Human Ecology, Ohio State University, Columbus, OH 43210

Robert Idsardi

§ Department of Biology, Eastern Washington University, Cheney, WA 99004

Grant Gardner

∥ Department of Biology, Middle Tennessee State University, Murfreesboro, TN 37132

Associated Data

To frame their work, biology education researchers need to consider the role of literature reviews, theoretical frameworks, and conceptual frameworks as critical elements of the research and writing process. However, these elements can be confusing for scholars new to education research. This Research Methods article is designed to provide an overview of each of these elements and delineate the purpose of each in the educational research process. We describe what biology education researchers should consider as they conduct literature reviews, identify theoretical frameworks, and construct conceptual frameworks. Clarifying these different components of educational research studies can be helpful to new biology education researchers and the biology education research community at large in situating their work in the broader scholarly literature.

INTRODUCTION

Discipline-based education research (DBER) involves the purposeful and situated study of teaching and learning in specific disciplinary areas ( Singer et al. , 2012 ). Studies in DBER are guided by research questions that reflect disciplines’ priorities and worldviews. Researchers can use quantitative data, qualitative data, or both to answer these research questions through a variety of methodological traditions. Across all methodologies, there are different methods associated with planning and conducting educational research studies that include the use of surveys, interviews, observations, artifacts, or instruments. Ensuring the coherence of these elements to the discipline’s perspective also involves situating the work in the broader scholarly literature. The tools for doing this include literature reviews, theoretical frameworks, and conceptual frameworks. However, the purpose and function of each of these elements is often confusing to new education researchers. The goal of this article is to introduce new biology education researchers to these three important elements important in DBER scholarship and the broader educational literature.

The first element we discuss is a review of research (literature reviews), which highlights the need for a specific research question, study problem, or topic of investigation. Literature reviews situate the relevance of the study within a topic and a field. The process may seem familiar to science researchers entering DBER fields, but new researchers may still struggle in conducting the review. Booth et al. (2016b) highlight some of the challenges novice education researchers face when conducting a review of literature. They point out that novice researchers struggle in deciding how to focus the review, determining the scope of articles needed in the review, and knowing how to be critical of the articles in the review. Overcoming these challenges (and others) can help novice researchers construct a sound literature review that can inform the design of the study and help ensure the work makes a contribution to the field.

The second and third highlighted elements are theoretical and conceptual frameworks. These guide biology education research (BER) studies, and may be less familiar to science researchers. These elements are important in shaping the construction of new knowledge. Theoretical frameworks offer a way to explain and interpret the studied phenomenon, while conceptual frameworks clarify assumptions about the studied phenomenon. Despite the importance of these constructs in educational research, biology educational researchers have noted the limited use of theoretical or conceptual frameworks in published work ( DeHaan, 2011 ; Dirks, 2011 ; Lo et al. , 2019 ). In reviewing articles published in CBE—Life Sciences Education ( LSE ) between 2015 and 2019, we found that fewer than 25% of the research articles had a theoretical or conceptual framework (see the Supplemental Information), and at times there was an inconsistent use of theoretical and conceptual frameworks. Clearly, these frameworks are challenging for published biology education researchers, which suggests the importance of providing some initial guidance to new biology education researchers.

Fortunately, educational researchers have increased their explicit use of these frameworks over time, and this is influencing educational research in science, technology, engineering, and mathematics (STEM) fields. For instance, a quick search for theoretical or conceptual frameworks in the abstracts of articles in Educational Research Complete (a common database for educational research) in STEM fields demonstrates a dramatic change over the last 20 years: from only 778 articles published between 2000 and 2010 to 5703 articles published between 2010 and 2020, a more than sevenfold increase. Greater recognition of the importance of these frameworks is contributing to DBER authors being more explicit about such frameworks in their studies.

Collectively, literature reviews, theoretical frameworks, and conceptual frameworks work to guide methodological decisions and the elucidation of important findings. Each offers a different perspective on the problem of study and is an essential element in all forms of educational research. As new researchers seek to learn about these elements, they will find different resources, a variety of perspectives, and many suggestions about the construction and use of these elements. The wide range of available information can overwhelm the new researcher who just wants to learn the distinction between these elements or how to craft them adequately.

Our goal in writing this paper is not to offer specific advice about how to write these sections in scholarly work. Instead, we wanted to introduce these elements to those who are new to BER and who are interested in better distinguishing one from the other. In this paper, we share the purpose of each element in BER scholarship, along with important points on its construction. We also provide references for additional resources that may be beneficial to better understanding each element. Table 1 summarizes the key distinctions among these elements.

Comparison of literature reviews, theoretical frameworks, and conceptual reviews

This article is written for the new biology education researcher who is just learning about these different elements or for scientists looking to become more involved in BER. It is a result of our own work as science education and biology education researchers, whether as graduate students and postdoctoral scholars or newly hired and established faculty members. This is the article we wish had been available as we started to learn about these elements or discussed them with new educational researchers in biology.

LITERATURE REVIEWS

Purpose of a literature review.

A literature review is foundational to any research study in education or science. In education, a well-conceptualized and well-executed review provides a summary of the research that has already been done on a specific topic and identifies questions that remain to be answered, thus illustrating the current research project’s potential contribution to the field and the reasoning behind the methodological approach selected for the study ( Maxwell, 2012 ). BER is an evolving disciplinary area that is redefining areas of conceptual emphasis as well as orientations toward teaching and learning (e.g., Labov et al. , 2010 ; American Association for the Advancement of Science, 2011 ; Nehm, 2019 ). As a result, building comprehensive, critical, purposeful, and concise literature reviews can be a challenge for new biology education researchers.

Building Literature Reviews

There are different ways to approach and construct a literature review. Booth et al. (2016a) provide an overview that includes, for example, scoping reviews, which are focused only on notable studies and use a basic method of analysis, and integrative reviews, which are the result of exhaustive literature searches across different genres. Underlying each of these different review processes are attention to the s earch process, a ppraisa l of articles, s ynthesis of the literature, and a nalysis: SALSA ( Booth et al. , 2016a ). This useful acronym can help the researcher focus on the process while building a specific type of review.

However, new educational researchers often have questions about literature reviews that are foundational to SALSA or other approaches. Common questions concern determining which literature pertains to the topic of study or the role of the literature review in the design of the study. This section addresses such questions broadly while providing general guidance for writing a narrative literature review that evaluates the most pertinent studies.

The literature review process should begin before the research is conducted. As Boote and Beile (2005 , p. 3) suggested, researchers should be “scholars before researchers.” They point out that having a good working knowledge of the proposed topic helps illuminate avenues of study. Some subject areas have a deep body of work to read and reflect upon, providing a strong foundation for developing the research question(s). For instance, the teaching and learning of evolution is an area of long-standing interest in the BER community, generating many studies (e.g., Perry et al. , 2008 ; Barnes and Brownell, 2016 ) and reviews of research (e.g., Sickel and Friedrichsen, 2013 ; Ziadie and Andrews, 2018 ). Emerging areas of BER include the affective domain, issues of transfer, and metacognition ( Singer et al. , 2012 ). Many studies in these areas are transdisciplinary and not always specific to biology education (e.g., Rodrigo-Peiris et al. , 2018 ; Kolpikova et al. , 2019 ). These newer areas may require reading outside BER; fortunately, summaries of some of these topics can be found in the Current Insights section of the LSE website.

In focusing on a specific problem within a broader research strand, a new researcher will likely need to examine research outside BER. Depending upon the area of study, the expanded reading list might involve a mix of BER, DBER, and educational research studies. Determining the scope of the reading is not always straightforward. A simple way to focus one’s reading is to create a “summary phrase” or “research nugget,” which is a very brief descriptive statement about the study. It should focus on the essence of the study, for example, “first-year nonmajor students’ understanding of evolution,” “metacognitive prompts to enhance learning during biochemistry,” or “instructors’ inquiry-based instructional practices after professional development programming.” This type of phrase should help a new researcher identify two or more areas to review that pertain to the study. Focusing on recent research in the last 5 years is a good first step. Additional studies can be identified by reading relevant works referenced in those articles. It is also important to read seminal studies that are more than 5 years old. Reading a range of studies should give the researcher the necessary command of the subject in order to suggest a research question.

Given that the research question(s) arise from the literature review, the review should also substantiate the selected methodological approach. The review and research question(s) guide the researcher in determining how to collect and analyze data. Often the methodological approach used in a study is selected to contribute knowledge that expands upon what has been published previously about the topic (see Institute of Education Sciences and National Science Foundation, 2013 ). An emerging topic of study may need an exploratory approach that allows for a description of the phenomenon and development of a potential theory. This could, but not necessarily, require a methodological approach that uses interviews, observations, surveys, or other instruments. An extensively studied topic may call for the additional understanding of specific factors or variables; this type of study would be well suited to a verification or a causal research design. These could entail a methodological approach that uses valid and reliable instruments, observations, or interviews to determine an effect in the studied event. In either of these examples, the researcher(s) may use a qualitative, quantitative, or mixed methods methodological approach.

Even with a good research question, there is still more reading to be done. The complexity and focus of the research question dictates the depth and breadth of the literature to be examined. Questions that connect multiple topics can require broad literature reviews. For instance, a study that explores the impact of a biology faculty learning community on the inquiry instruction of faculty could have the following review areas: learning communities among biology faculty, inquiry instruction among biology faculty, and inquiry instruction among biology faculty as a result of professional learning. Biology education researchers need to consider whether their literature review requires studies from different disciplines within or outside DBER. For the example given, it would be fruitful to look at research focused on learning communities with faculty in STEM fields or in general education fields that result in instructional change. It is important not to be too narrow or too broad when reading. When the conclusions of articles start to sound similar or no new insights are gained, the researcher likely has a good foundation for a literature review. This level of reading should allow the researcher to demonstrate a mastery in understanding the researched topic, explain the suitability of the proposed research approach, and point to the need for the refined research question(s).

The literature review should include the researcher’s evaluation and critique of the selected studies. A researcher may have a large collection of studies, but not all of the studies will follow standards important in the reporting of empirical work in the social sciences. The American Educational Research Association ( Duran et al. , 2006 ), for example, offers a general discussion about standards for such work: an adequate review of research informing the study, the existence of sound and appropriate data collection and analysis methods, and appropriate conclusions that do not overstep or underexplore the analyzed data. The Institute of Education Sciences and National Science Foundation (2013) also offer Common Guidelines for Education Research and Development that can be used to evaluate collected studies.

Because not all journals adhere to such standards, it is important that a researcher review each study to determine the quality of published research, per the guidelines suggested earlier. In some instances, the research may be fatally flawed. Examples of such flaws include data that do not pertain to the question, a lack of discussion about the data collection, poorly constructed instruments, or an inadequate analysis. These types of errors result in studies that are incomplete, error-laden, or inaccurate and should be excluded from the review. Most studies have limitations, and the author(s) often make them explicit. For instance, there may be an instructor effect, recognized bias in the analysis, or issues with the sample population. Limitations are usually addressed by the research team in some way to ensure a sound and acceptable research process. Occasionally, the limitations associated with the study can be significant and not addressed adequately, which leaves a consequential decision in the hands of the researcher. Providing critiques of studies in the literature review process gives the reader confidence that the researcher has carefully examined relevant work in preparation for the study and, ultimately, the manuscript.

A solid literature review clearly anchors the proposed study in the field and connects the research question(s), the methodological approach, and the discussion. Reviewing extant research leads to research questions that will contribute to what is known in the field. By summarizing what is known, the literature review points to what needs to be known, which in turn guides decisions about methodology. Finally, notable findings of the new study are discussed in reference to those described in the literature review.

Within published BER studies, literature reviews can be placed in different locations in an article. When included in the introductory section of the study, the first few paragraphs of the manuscript set the stage, with the literature review following the opening paragraphs. Cooper et al. (2019) illustrate this approach in their study of course-based undergraduate research experiences (CUREs). An introduction discussing the potential of CURES is followed by an analysis of the existing literature relevant to the design of CUREs that allows for novel student discoveries. Within this review, the authors point out contradictory findings among research on novel student discoveries. This clarifies the need for their study, which is described and highlighted through specific research aims.

A literature reviews can also make up a separate section in a paper. For example, the introduction to Todd et al. (2019) illustrates the need for their research topic by highlighting the potential of learning progressions (LPs) and suggesting that LPs may help mitigate learning loss in genetics. At the end of the introduction, the authors state their specific research questions. The review of literature following this opening section comprises two subsections. One focuses on learning loss in general and examines a variety of studies and meta-analyses from the disciplines of medical education, mathematics, and reading. The second section focuses specifically on LPs in genetics and highlights student learning in the midst of LPs. These separate reviews provide insights into the stated research question.

Suggestions and Advice

A well-conceptualized, comprehensive, and critical literature review reveals the understanding of the topic that the researcher brings to the study. Literature reviews should not be so big that there is no clear area of focus; nor should they be so narrow that no real research question arises. The task for a researcher is to craft an efficient literature review that offers a critical analysis of published work, articulates the need for the study, guides the methodological approach to the topic of study, and provides an adequate foundation for the discussion of the findings.

In our own writing of literature reviews, there are often many drafts. An early draft may seem well suited to the study because the need for and approach to the study are well described. However, as the results of the study are analyzed and findings begin to emerge, the existing literature review may be inadequate and need revision. The need for an expanded discussion about the research area can result in the inclusion of new studies that support the explanation of a potential finding. The literature review may also prove to be too broad. Refocusing on a specific area allows for more contemplation of a finding.

It should be noted that there are different types of literature reviews, and many books and articles have been written about the different ways to embark on these types of reviews. Among these different resources, the following may be helpful in considering how to refine the review process for scholarly journals:

• Booth, A., Sutton, A., & Papaioannou, D. (2016a). Systemic approaches to a successful literature review (2nd ed.). Los Angeles, CA: Sage. This book addresses different types of literature reviews and offers important suggestions pertaining to defining the scope of the literature review and assessing extant studies.
• Booth, W. C., Colomb, G. G., Williams, J. M., Bizup, J., & Fitzgerald, W. T. (2016b). The craft of research (4th ed.). Chicago: University of Chicago Press. This book can help the novice consider how to make the case for an area of study. While this book is not specifically about literature reviews, it offers suggestions about making the case for your study.
• Galvan, J. L., & Galvan, M. C. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (7th ed.). Routledge. This book offers guidance on writing different types of literature reviews. For the novice researcher, there are useful suggestions for creating coherent literature reviews.

THEORETICAL FRAMEWORKS

Purpose of theoretical frameworks.

As new education researchers may be less familiar with theoretical frameworks than with literature reviews, this discussion begins with an analogy. Envision a biologist, chemist, and physicist examining together the dramatic effect of a fog tsunami over the ocean. A biologist gazing at this phenomenon may be concerned with the effect of fog on various species. A chemist may be interested in the chemical composition of the fog as water vapor condenses around bits of salt. A physicist may be focused on the refraction of light to make fog appear to be “sitting” above the ocean. While observing the same “objective event,” the scientists are operating under different theoretical frameworks that provide a particular perspective or “lens” for the interpretation of the phenomenon. Each of these scientists brings specialized knowledge, experiences, and values to this phenomenon, and these influence the interpretation of the phenomenon. The scientists’ theoretical frameworks influence how they design and carry out their studies and interpret their data.

Within an educational study, a theoretical framework helps to explain a phenomenon through a particular lens and challenges and extends existing knowledge within the limitations of that lens. Theoretical frameworks are explicitly stated by an educational researcher in the paper’s framework, theory, or relevant literature section. The framework shapes the types of questions asked, guides the method by which data are collected and analyzed, and informs the discussion of the results of the study. It also reveals the researcher’s subjectivities, for example, values, social experience, and viewpoint ( Allen, 2017 ). It is essential that a novice researcher learn to explicitly state a theoretical framework, because all research questions are being asked from the researcher’s implicit or explicit assumptions of a phenomenon of interest ( Schwandt, 2000 ).

Selecting Theoretical Frameworks

Theoretical frameworks are one of the most contemplated elements in our work in educational research. In this section, we share three important considerations for new scholars selecting a theoretical framework.

The first step in identifying a theoretical framework involves reflecting on the phenomenon within the study and the assumptions aligned with the phenomenon. The phenomenon involves the studied event. There are many possibilities, for example, student learning, instructional approach, or group organization. A researcher holds assumptions about how the phenomenon will be effected, influenced, changed, or portrayed. It is ultimately the researcher’s assumption(s) about the phenomenon that aligns with a theoretical framework. An example can help illustrate how a researcher’s reflection on the phenomenon and acknowledgment of assumptions can result in the identification of a theoretical framework.

In our example, a biology education researcher may be interested in exploring how students’ learning of difficult biological concepts can be supported by the interactions of group members. The phenomenon of interest is the interactions among the peers, and the researcher assumes that more knowledgeable students are important in supporting the learning of the group. As a result, the researcher may draw on Vygotsky’s (1978) sociocultural theory of learning and development that is focused on the phenomenon of student learning in a social setting. This theory posits the critical nature of interactions among students and between students and teachers in the process of building knowledge. A researcher drawing upon this framework holds the assumption that learning is a dynamic social process involving questions and explanations among students in the classroom and that more knowledgeable peers play an important part in the process of building conceptual knowledge.

It is important to state at this point that there are many different theoretical frameworks. Some frameworks focus on learning and knowing, while other theoretical frameworks focus on equity, empowerment, or discourse. Some frameworks are well articulated, and others are still being refined. For a new researcher, it can be challenging to find a theoretical framework. Two of the best ways to look for theoretical frameworks is through published works that highlight different frameworks.

When a theoretical framework is selected, it should clearly connect to all parts of the study. The framework should augment the study by adding a perspective that provides greater insights into the phenomenon. It should clearly align with the studies described in the literature review. For instance, a framework focused on learning would correspond to research that reported different learning outcomes for similar studies. The methods for data collection and analysis should also correspond to the framework. For instance, a study about instructional interventions could use a theoretical framework concerned with learning and could collect data about the effect of the intervention on what is learned. When the data are analyzed, the theoretical framework should provide added meaning to the findings, and the findings should align with the theoretical framework.

A study by Jensen and Lawson (2011) provides an example of how a theoretical framework connects different parts of the study. They compared undergraduate biology students in heterogeneous and homogeneous groups over the course of a semester. Jensen and Lawson (2011) assumed that learning involved collaboration and more knowledgeable peers, which made Vygotsky’s (1978) theory a good fit for their study. They predicted that students in heterogeneous groups would experience greater improvement in their reasoning abilities and science achievements with much of the learning guided by the more knowledgeable peers.

In the enactment of the study, they collected data about the instruction in traditional and inquiry-oriented classes, while the students worked in homogeneous or heterogeneous groups. To determine the effect of working in groups, the authors also measured students’ reasoning abilities and achievement. Each data-collection and analysis decision connected to understanding the influence of collaborative work.

Their findings highlighted aspects of Vygotsky’s (1978) theory of learning. One finding, for instance, posited that inquiry instruction, as a whole, resulted in reasoning and achievement gains. This links to Vygotsky (1978) , because inquiry instruction involves interactions among group members. A more nuanced finding was that group composition had a conditional effect. Heterogeneous groups performed better with more traditional and didactic instruction, regardless of the reasoning ability of the group members. Homogeneous groups worked better during interaction-rich activities for students with low reasoning ability. The authors attributed the variation to the different types of helping behaviors of students. High-performing students provided the answers, while students with low reasoning ability had to work collectively through the material. In terms of Vygotsky (1978) , this finding provided new insights into the learning context in which productive interactions can occur for students.

Another consideration in the selection and use of a theoretical framework pertains to its orientation to the study. This can result in the theoretical framework prioritizing individuals, institutions, and/or policies ( Anfara and Mertz, 2014 ). Frameworks that connect to individuals, for instance, could contribute to understanding their actions, learning, or knowledge. Institutional frameworks, on the other hand, offer insights into how institutions, organizations, or groups can influence individuals or materials. Policy theories provide ways to understand how national or local policies can dictate an emphasis on outcomes or instructional design. These different types of frameworks highlight different aspects in an educational setting, which influences the design of the study and the collection of data. In addition, these different frameworks offer a way to make sense of the data. Aligning the data collection and analysis with the framework ensures that a study is coherent and can contribute to the field.

New understandings emerge when different theoretical frameworks are used. For instance, Ebert-May et al. (2015) prioritized the individual level within conceptual change theory (see Posner et al. , 1982 ). In this theory, an individual’s knowledge changes when it no longer fits the phenomenon. Ebert-May et al. (2015) designed a professional development program challenging biology postdoctoral scholars’ existing conceptions of teaching. The authors reported that the biology postdoctoral scholars’ teaching practices became more student-centered as they were challenged to explain their instructional decision making. According to the theory, the biology postdoctoral scholars’ dissatisfaction in their descriptions of teaching and learning initiated change in their knowledge and instruction. These results reveal how conceptual change theory can explain the learning of participants and guide the design of professional development programming.

The communities of practice (CoP) theoretical framework ( Lave, 1988 ; Wenger, 1998 ) prioritizes the institutional level , suggesting that learning occurs when individuals learn from and contribute to the communities in which they reside. Grounded in the assumption of community learning, the literature on CoP suggests that, as individuals interact regularly with the other members of their group, they learn about the rules, roles, and goals of the community ( Allee, 2000 ). A study conducted by Gehrke and Kezar (2017) used the CoP framework to understand organizational change by examining the involvement of individual faculty engaged in a cross-institutional CoP focused on changing the instructional practice of faculty at each institution. In the CoP, faculty members were involved in enhancing instructional materials within their department, which aligned with an overarching goal of instituting instruction that embraced active learning. Not surprisingly, Gehrke and Kezar (2017) revealed that faculty who perceived the community culture as important in their work cultivated institutional change. Furthermore, they found that institutional change was sustained when key leaders served as mentors and provided support for faculty, and as faculty themselves developed into leaders. This study reveals the complexity of individual roles in a COP in order to support institutional instructional change.

It is important to explicitly state the theoretical framework used in a study, but elucidating a theoretical framework can be challenging for a new educational researcher. The literature review can help to identify an applicable theoretical framework. Focal areas of the review or central terms often connect to assumptions and assertions associated with the framework that pertain to the phenomenon of interest. Another way to identify a theoretical framework is self-reflection by the researcher on personal beliefs and understandings about the nature of knowledge the researcher brings to the study ( Lysaght, 2011 ). In stating one’s beliefs and understandings related to the study (e.g., students construct their knowledge, instructional materials support learning), an orientation becomes evident that will suggest a particular theoretical framework. Theoretical frameworks are not arbitrary , but purposefully selected.

With experience, a researcher may find expanded roles for theoretical frameworks. Researchers may revise an existing framework that has limited explanatory power, or they may decide there is a need to develop a new theoretical framework. These frameworks can emerge from a current study or the need to explain a phenomenon in a new way. Researchers may also find that multiple theoretical frameworks are necessary to frame and explore a problem, as different frameworks can provide different insights into a problem.

Finally, it is important to recognize that choosing “x” theoretical framework does not necessarily mean a researcher chooses “y” methodology and so on, nor is there a clear-cut, linear process in selecting a theoretical framework for one’s study. In part, the nonlinear process of identifying a theoretical framework is what makes understanding and using theoretical frameworks challenging. For the novice scholar, contemplating and understanding theoretical frameworks is essential. Fortunately, there are articles and books that can help:

• Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Los Angeles, CA: Sage. This book provides an overview of theoretical frameworks in general educational research.
• Ding, L. (2019). Theoretical perspectives of quantitative physics education research. Physical Review Physics Education Research , 15 (2), 020101-1–020101-13. This paper illustrates how a DBER field can use theoretical frameworks.
• Nehm, R. (2019). Biology education research: Building integrative frameworks for teaching and learning about living systems. Disciplinary and Interdisciplinary Science Education Research , 1 , ar15. https://doi.org/10.1186/s43031-019-0017-6 . This paper articulates the need for studies in BER to explicitly state theoretical frameworks and provides examples of potential studies.
• Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice . Sage. This book also provides an overview of theoretical frameworks, but for both research and evaluation.

CONCEPTUAL FRAMEWORKS

Purpose of a conceptual framework.

A conceptual framework is a description of the way a researcher understands the factors and/or variables that are involved in the study and their relationships to one another. The purpose of a conceptual framework is to articulate the concepts under study using relevant literature ( Rocco and Plakhotnik, 2009 ) and to clarify the presumed relationships among those concepts ( Rocco and Plakhotnik, 2009 ; Anfara and Mertz, 2014 ). Conceptual frameworks are different from theoretical frameworks in both their breadth and grounding in established findings. Whereas a theoretical framework articulates the lens through which a researcher views the work, the conceptual framework is often more mechanistic and malleable.

Conceptual frameworks are broader, encompassing both established theories (i.e., theoretical frameworks) and the researchers’ own emergent ideas. Emergent ideas, for example, may be rooted in informal and/or unpublished observations from experience. These emergent ideas would not be considered a “theory” if they are not yet tested, supported by systematically collected evidence, and peer reviewed. However, they do still play an important role in the way researchers approach their studies. The conceptual framework allows authors to clearly describe their emergent ideas so that connections among ideas in the study and the significance of the study are apparent to readers.

Constructing Conceptual Frameworks

Including a conceptual framework in a research study is important, but researchers often opt to include either a conceptual or a theoretical framework. Either may be adequate, but both provide greater insight into the research approach. For instance, a research team plans to test a novel component of an existing theory. In their study, they describe the existing theoretical framework that informs their work and then present their own conceptual framework. Within this conceptual framework, specific topics portray emergent ideas that are related to the theory. Describing both frameworks allows readers to better understand the researchers’ assumptions, orientations, and understanding of concepts being investigated. For example, Connolly et al. (2018) included a conceptual framework that described how they applied a theoretical framework of social cognitive career theory (SCCT) to their study on teaching programs for doctoral students. In their conceptual framework, the authors described SCCT, explained how it applied to the investigation, and drew upon results from previous studies to justify the proposed connections between the theory and their emergent ideas.

In some cases, authors may be able to sufficiently describe their conceptualization of the phenomenon under study in an introduction alone, without a separate conceptual framework section. However, incomplete descriptions of how the researchers conceptualize the components of the study may limit the significance of the study by making the research less intelligible to readers. This is especially problematic when studying topics in which researchers use the same terms for different constructs or different terms for similar and overlapping constructs (e.g., inquiry, teacher beliefs, pedagogical content knowledge, or active learning). Authors must describe their conceptualization of a construct if the research is to be understandable and useful.

There are some key areas to consider regarding the inclusion of a conceptual framework in a study. To begin with, it is important to recognize that conceptual frameworks are constructed by the researchers conducting the study ( Rocco and Plakhotnik, 2009 ; Maxwell, 2012 ). This is different from theoretical frameworks that are often taken from established literature. Researchers should bring together ideas from the literature, but they may be influenced by their own experiences as a student and/or instructor, the shared experiences of others, or thought experiments as they construct a description, model, or representation of their understanding of the phenomenon under study. This is an exercise in intellectual organization and clarity that often considers what is learned, known, and experienced. The conceptual framework makes these constructs explicitly visible to readers, who may have different understandings of the phenomenon based on their prior knowledge and experience. There is no single method to go about this intellectual work.

Reeves et al. (2016) is an example of an article that proposed a conceptual framework about graduate teaching assistant professional development evaluation and research. The authors used existing literature to create a novel framework that filled a gap in current research and practice related to the training of graduate teaching assistants. This conceptual framework can guide the systematic collection of data by other researchers because the framework describes the relationships among various factors that influence teaching and learning. The Reeves et al. (2016) conceptual framework may be modified as additional data are collected and analyzed by other researchers. This is not uncommon, as conceptual frameworks can serve as catalysts for concerted research efforts that systematically explore a phenomenon (e.g., Reynolds et al. , 2012 ; Brownell and Kloser, 2015 ).

Sabel et al. (2017) used a conceptual framework in their exploration of how scaffolds, an external factor, interact with internal factors to support student learning. Their conceptual framework integrated principles from two theoretical frameworks, self-regulated learning and metacognition, to illustrate how the research team conceptualized students’ use of scaffolds in their learning ( Figure 1 ). Sabel et al. (2017) created this model using their interpretations of these two frameworks in the context of their teaching.

Conceptual framework from Sabel et al. (2017) .

A conceptual framework should describe the relationship among components of the investigation ( Anfara and Mertz, 2014 ). These relationships should guide the researcher’s methods of approaching the study ( Miles et al. , 2014 ) and inform both the data to be collected and how those data should be analyzed. Explicitly describing the connections among the ideas allows the researcher to justify the importance of the study and the rigor of the research design. Just as importantly, these frameworks help readers understand why certain components of a system were not explored in the study. This is a challenge in education research, which is rooted in complex environments with many variables that are difficult to control.

For example, Sabel et al. (2017) stated: “Scaffolds, such as enhanced answer keys and reflection questions, can help students and instructors bridge the external and internal factors and support learning” (p. 3). They connected the scaffolds in the study to the three dimensions of metacognition and the eventual transformation of existing ideas into new or revised ideas. Their framework provides a rationale for focusing on how students use two different scaffolds, and not on other factors that may influence a student’s success (self-efficacy, use of active learning, exam format, etc.).

In constructing conceptual frameworks, researchers should address needed areas of study and/or contradictions discovered in literature reviews. By attending to these areas, researchers can strengthen their arguments for the importance of a study. For instance, conceptual frameworks can address how the current study will fill gaps in the research, resolve contradictions in existing literature, or suggest a new area of study. While a literature review describes what is known and not known about the phenomenon, the conceptual framework leverages these gaps in describing the current study ( Maxwell, 2012 ). In the example of Sabel et al. (2017) , the authors indicated there was a gap in the literature regarding how scaffolds engage students in metacognition to promote learning in large classes. Their study helps fill that gap by describing how scaffolds can support students in the three dimensions of metacognition: intelligibility, plausibility, and wide applicability. In another example, Lane (2016) integrated research from science identity, the ethic of care, the sense of belonging, and an expertise model of student success to form a conceptual framework that addressed the critiques of other frameworks. In a more recent example, Sbeglia et al. (2021) illustrated how a conceptual framework influences the methodological choices and inferences in studies by educational researchers.

Sometimes researchers draw upon the conceptual frameworks of other researchers. When a researcher’s conceptual framework closely aligns with an existing framework, the discussion may be brief. For example, Ghee et al. (2016) referred to portions of SCCT as their conceptual framework to explain the significance of their work on students’ self-efficacy and career interests. Because the authors’ conceptualization of this phenomenon aligned with a previously described framework, they briefly mentioned the conceptual framework and provided additional citations that provided more detail for the readers.

Within both the BER and the broader DBER communities, conceptual frameworks have been used to describe different constructs. For example, some researchers have used the term “conceptual framework” to describe students’ conceptual understandings of a biological phenomenon. This is distinct from a researcher’s conceptual framework of the educational phenomenon under investigation, which may also need to be explicitly described in the article. Other studies have presented a research logic model or flowchart of the research design as a conceptual framework. These constructions can be quite valuable in helping readers understand the data-collection and analysis process. However, a model depicting the study design does not serve the same role as a conceptual framework. Researchers need to avoid conflating these constructs by differentiating the researchers’ conceptual framework that guides the study from the research design, when applicable.

Explicitly describing conceptual frameworks is essential in depicting the focus of the study. We have found that being explicit in a conceptual framework means using accepted terminology, referencing prior work, and clearly noting connections between terms. This description can also highlight gaps in the literature or suggest potential contributions to the field of study. A well-elucidated conceptual framework can suggest additional studies that may be warranted. This can also spur other researchers to consider how they would approach the examination of a phenomenon and could result in a revised conceptual framework.

It can be challenging to create conceptual frameworks, but they are important. Below are two resources that could be helpful in constructing and presenting conceptual frameworks in educational research:

• Maxwell, J. A. (2012). Qualitative research design: An interactive approach (3rd ed.). Los Angeles, CA: Sage. Chapter 3 in this book describes how to construct conceptual frameworks.
• Ravitch, S. M., & Riggan, M. (2016). Reason & rigor: How conceptual frameworks guide research . Los Angeles, CA: Sage. This book explains how conceptual frameworks guide the research questions, data collection, data analyses, and interpretation of results.

CONCLUDING THOUGHTS

Literature reviews, theoretical frameworks, and conceptual frameworks are all important in DBER and BER. Robust literature reviews reinforce the importance of a study. Theoretical frameworks connect the study to the base of knowledge in educational theory and specify the researcher’s assumptions. Conceptual frameworks allow researchers to explicitly describe their conceptualization of the relationships among the components of the phenomenon under study. Table 1 provides a general overview of these components in order to assist biology education researchers in thinking about these elements.

It is important to emphasize that these different elements are intertwined. When these elements are aligned and complement one another, the study is coherent, and the study findings contribute to knowledge in the field. When literature reviews, theoretical frameworks, and conceptual frameworks are disconnected from one another, the study suffers. The point of the study is lost, suggested findings are unsupported, or important conclusions are invisible to the researcher. In addition, this misalignment may be costly in terms of time and money.

Conducting a literature review, selecting a theoretical framework, and building a conceptual framework are some of the most difficult elements of a research study. It takes time to understand the relevant research, identify a theoretical framework that provides important insights into the study, and formulate a conceptual framework that organizes the finding. In the research process, there is often a constant back and forth among these elements as the study evolves. With an ongoing refinement of the review of literature, clarification of the theoretical framework, and articulation of a conceptual framework, a sound study can emerge that makes a contribution to the field. This is the goal of BER and education research.

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How To Write a Concept Paper for Academic Research: An Ultimate Guide

A concept paper is one of the first steps in helping you fully realize your research project. Because of this, some schools opt to teach students how to write concept papers as early as high school. In college, professors sometimes require their students to submit concept papers before suggesting their research projects to serve as the foundations for their theses.

If you’re reading this right now, you’ve probably been assigned by your teacher or professor to write a concept paper. To help you get started, we’ve prepared a comprehensive guide on how to write a proper concept paper.

Related: How to Write Significance of the Study (with Examples)

Table of Contents

What is the concept paper, 1. academic research concept papers, 2. advertising concept papers, 3. research grant concept papers, concept paper vs. research proposal, tips for finding your research topic, 2. think of research questions that you want to answer in your project, 3. formulate your research hypothesis, 4. plan out how you will achieve, analyze, and present your data, 2. introduction, 3. purpose of the study, 4. preliminary literature review, 5. objectives of the study, 6. research questions and hypotheses, 7. proposed methodology, 8. proposed research timeline, 9. references, sample concept paper for research proposal (pdf), tips for writing your concept paper.

Generally, a concept paper is a summary of everything related to your proposed project or topic. A concept paper indicates what the project is all about, why it’s important, and how and when you plan to conduct your project.

Different Types of the Concept Paper and Their Uses

This type of concept paper is the most common type and the one most people are familiar with. Concept papers for academic research are used by students to provide an outline for their prospective research topics.

These concept papers are used to help students flesh out all the information and ideas related to their topic so that they may arrive at a more specific research hypothesis.

Since this is the most common type of concept paper, it will be the main focus of this article.

Advertising concept papers are usually written by the creative and concept teams in advertising and marketing agencies.

Through a concept paper, the foundation or theme for an advertising campaign or strategy is formed. The concept paper can also serve as a bulletin board for ideas that the creative and concept teams can add to or develop. 

This type of concept paper usually discusses who the target audience of the campaign is, what approach of the campaign will be, how the campaign will be implemented, and the projected benefits and impact of the campaign to the company’s sales, consumer base, and other aspects of the company.

This type of concept paper is most common in the academe and business world. Alongside proving why your research project should be conducted, a research grant concept paper must also appeal to the company or funding agency on why they should be granted funds.

The paper should indicate a proposed timeline and budget for the entire project. It should also be able to persuade the company or funding agency on the benefits of your research project– whether it be an increase in sales or productivity or for the benefit of the general public.

It’s important to discuss the differences between the two because a lot of people often use these terms interchangeably.

A concept paper is one of the first steps in conducting a research project. It is during this process that ideas and relevant information to the research topic are gathered to produce the research hypothesis. Thus, a concept paper should always precede the research proposal. 

A research proposal is a more in-depth outline of a more fleshed-out research project. This is the final step before a researcher can conduct their research project. Although both have similar elements and structures, a research proposal is more specific when it comes to how the entire research project will be conducted.

Getting Started on Your Concept Paper

1. find a research topic you are interested in.

When choosing a research topic, make sure that it is something you are passionate about or want to learn more about. If you are writing one for school, make sure it is still relevant to the subject of your class. Choosing a topic you aren’t invested in may cause you to lose interest in your project later on, which may lower the quality of the research you’ll produce.

A research project may last for months and even years, so it’s important that you will never lose interest in your topic.

• Look for inspiration everywhere. Take a walk outside, read books, or go on your computer. Look around you and try to brainstorm ideas about everything you see. Try to remember any questions you might have asked yourself before like why something is the way it is or why can’t this be done instead of that . 
• Think big. If you’re having trouble thinking up a specific topic to base your research project on, choosing a broad topic and then working your way down should help.
• Is it achievable? A lot of students make the mistake of choosing a topic that is hard to achieve in terms of materials, data, and/or funding available. Before you decide on a research topic, make sure you consider these aspects. Doing so will save you time, money, and effort later on.
• Be as specific as can be. Another common mistake that students make is that they sometimes choose a research topic that is too broad. This results in extra effort and wasted time while conducting their research project. For example: Instead of “The Effects of Bananas on Hungry Monkeys” , you could specify it to “The Effects of Cavendish Bananas on Potassium-deficiency in Hungry Philippine Long-tailed Macaques in Palawan, Philippines”.

Now that you have a general idea of the topic of your research project, you now need to formulate research questions based on your project. These questions will serve as the basis for what your project aims to answer. Like your research topic, make sure these are specific and answerable.

Following the earlier example, possible research questions could be:

• Do Cavendish bananas produce more visible effects on K-deficiency than other bananas?
• How susceptible are Philippine long-tailed macaques to K-deficiency?
• What are the effects of K-deficiency in Philippine long-tailed macaques?

After formulating the research questions, you should also provide your hypothesis for each question. A research hypothesis is a tentative answer to the research problem. You must provide educated answers to the questions based on your existing knowledge of the topic before you conduct your research project.

After conducting research and collecting all of the data into the final research paper, you will then have to approve or disprove these hypotheses based on the outcome of the project.

Prepare a plan on how to acquire the data you will need for your research project. Take note of the different types of analysis you will need to perform on your data to get the desired results. Determine the nature of the relationship between different variables in your research.

Also, make sure that you are able to present your data in a clear and readable manner for those who will read your concept paper. You can achieve this by using tables, charts, graphs, and other visual aids.

Related: How to Make Conceptual Framework (with Examples and Templates)

Generalized Structure of a Concept Paper

Since concept papers are just summaries of your research project, they are usually short and  no longer than 5 pages. However, for big research projects, concept papers can reach up to more than 20 pages.

Your teacher or professor may give you a certain format for your concept papers. Generally, most concept papers are double-spaced and are less than 500 words in length. 

Even though there are different types of concept papers, we’ve provided you with a generalized structure that contains elements that can be found in any type of concept paper.

The title for your paper must be able to effectively summarize what your research is all about. Use simple words so that people who read the title of your research will know what it’s all about even without reading the entire paper. 

The introduction should give the reader a brief background of the research topic and state the main objective that your project aims to achieve. This section should also include a short overview of the benefits of the research project to persuade the reader to acknowledge the need for the project.

The Purpose of the Study should be written in a way that convinces the reader of the need to address the existing problem or gap in knowledge that the research project aims to resolve. In this section, you have to go into more detail about the benefits and value of your project for the target audience/s. 

This section features related studies and papers that will support your research topic. Use this section to analyze the results and methodologies of previous studies and address any gaps in knowledge or questions that your research project aims to answer. You may also use the data to assert the importance of conducting your research.

When choosing which papers and studies you should include in the Preliminary Literature Review, make sure to choose relevant and reliable sources. Reliable sources include academic journals, credible news outlets, government websites, and others. Also, take note of the authors for the papers as you will need to cite them in the References section.

Simply state the main objectives that your research is trying to achieve. The objectives should be able to indicate the direction of the study for both the reader and the researcher. As with other elements in the paper, the objectives should be specific and clearly defined.

Gather the research questions and equivalent research hypotheses you formulated in the earlier step and list them down in this section.

In this section, you should be able to guide the reader through the process of how you will conduct the research project. Make sure to state the purpose for each step of the process, as well as the type of data to be collected and the target population.

Depending on the nature of your research project, the length of the entire process can vary significantly. What’s important is that you are able to provide a reasonable and achievable timeline for your project.

Make sure the time you will allot for each component of your research won’t be too excessive or too insufficient so that the quality of your research won’t suffer.

Ensure that you will give credit to all the authors of the sources you used in your paper. Depending on your area of study or the instructions of your professor, you may need to use a certain style of citation.

There are three main citation styles: the American Psychological Association (APA), Modern Language Association (MLA), and the Chicago style.

The APA style is mostly used for papers related to education, psychology, and the sciences. The APA citation style usually follows this format:

The MLA citation style is the format used by papers and manuscripts in disciplines related to the arts and humanities. The MLA citation style follows this format:

The Chicago citation style is usually used for papers related to business, history, and the fine arts. It follows this citation format:

This is a concept paper sample provided by Dr. Bernard Lango from the Jomo Kenyatta University of Agriculture and Technology (modified for use in this article). Simply click the link above the download the PDF file.

• Use simple, concise language. Minimize the use of flowery language and always try to use simple and easy-to-understand language. Too many technical or difficult words in your paper may alienate your readers and make your paper hard to read. 
• Choose your sources wisely. When scouring the Internet for sources to use, you should always be wary and double-check the authenticity of your source. Doing this will increase the authenticity of your research project’s claims and ensure better data gathered during the process.
• Follow the specified format, if any. Make sure to follow any specified format when writing your concept paper. This is very important, especially if you’re writing your concept paper for class. Failure to follow the format will usually result in point deductions and delays because of multiple revisions needed.
• Proofread often. Make it a point to reread different sections of your concept paper after you write them. Another way you can do this is by taking a break for a few days and then coming back to proofread your writing. You may notice certain areas you’d like to revise or mistakes you’d like to fix. Make proofreading a habit to increase the quality of your paper.

Written by Ruth Raganit

in Career and Education , Juander How

Ruth Raganit

Ruth Raganit obtained her Bachelor of Science degree in Geology from the University of the Philippines – Diliman. Her love affair with Earth sciences began when she saw a pretty rock and wondered how it came to be. She also likes playing video games, doing digital art, and reading manga.

Browse all articles written by Ruth Raganit

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How to make a concept paper? A comprehensive guide with examples

Have you been required to submit a concept paper prior to your research paper, and you are now wondering how to write a concept paper? You are not alone. As a student pursuing any course at the tertiary level, it is inevitable that before you complete your course, you will be required to do a research paper to show that you can apply what you have been studying in your area of specialization to a real-life situation. It is one of the most essential parts of the course requirements. Before your research paper, you will be required to come up with a concept paper that gives an outline of your research idea. Here is an article on how to write a concept paper.

A research paper is usually done at the very last year or semester and is vital for the satisfactory completion of your course. You as the student are required to come up with a topic of research that you find relevant and essential to potentially solve an existing problem or answer a controversial question in your area of study or industry in question.

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Before doing your research or writing your research paper, you will need to draft a catchy summary of what the research is about and how it contributes to the world of academia, and especially with regards to the particular industry in question. This summary is what is known as a concept paper. The concept paper will be read by your lecturer or supervisor who will be tasked to determine the suitability of the research project you want to undertake. Based on their analysis and your prowess in convincing them that it is a worthy and helpful research project, they will either give you the go-ahead to carry on with the project, suggest similar alternative topics you can focus on, or tell you to come up with another project altogether. This article details how to write a concept paper, but first, let us look at what a concept paper is.

Concept paper definition

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A concept paper is a document which summarizes what your project is about, why it is important, and how you intend to carry it out. It consists of the topic under research, the hypothesis that you seek to approve or disprove, research questions, data required, and methods of obtaining it. It is sometimes known as a proposal or an abstract. The latter two are usually more detailed than a concept paper but often serve the same purpose, that is, to convince the party evaluating it that the research project is worthwhile.

Depending on the research you are carrying out, your concept paper can range from 2-3 pages for a small research project to up to 20 pages for massive research projects. As for the formatting, the spacing should be double, the font size should be 12, and the font style should preferably be Times New Roman. If you refer to any sources while drafting your concept paper, it is important that you cite them at the end of your document or whenever the citation may be necessary for the process of concept paper writing.

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How to write a concept paper

Writing a concept paper is the first step in writing your research project. A winning concept paper will capture the attention of whoever is reading it and get you the results you need. Below are the steps you need to follow to ensure that your concept paper will get a smile and a nod from the reader.

1. Come up with a research topic that genuinely interests you

The research topic should span areas that interest you as an individual and are still relevant to your area of study or course. How do you come up with a research topic?

How to come up with a research topic

As you studied throughout your junior classes, you may have encountered certain concepts that awoke your curiosity. These may give you ideas of what your research could be about. Alternatively, while randomly reading a newspaper, watching TV, reading books, and so on, you may have come across ideas or concepts that aroused your interests. These can serve as research topics you may consider pursuing. Personal experiences can also be good starting points when you are searching for a topic to write about.

What is an annotation? How to write it? Examples

List all the ideas you can remember or think of that you would be interested in doing a research on. Afterward, choose the area that interests you most in the list you made as the one in which you will carry out your research. Ensure it is a topic that is academically relevant and researchable.

2. Write down the research questions you need to research on depending on the idea you have chosen

You can come up with as many questions as possible. The more the questions, the longer your research paper will be, as it will seek to answer to each of them. The questions can range from:

• Exploratory questions, where you want to find out more about the topic under study,
• Explanatory question, where your aim is to explore the relationship or lack thereof between two or more variables, and
• Descriptive questions such as determining the averages, means, and modes of a variable or variables in the topic under study.

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3. Develop a research hypothesis from each of the research questions that you have listed

A hypothesis, also known as a thesis or theses in plural, is a tentative, usually informed or educated guess about a certain scenario. It is referred to as ‘an educated or informed guess’ as it is based on some prior knowledge about the topic either by some pre-known theory, or a previous research you may have carried out. The hypothesis is what you will either prove or disprove when the research is done and therefore, be able to draw your conclusion.

4. Identify the kind of data you need to answer these hypothetical questions and how you will gather the data

• Depending on the type of research you are carrying out, data that you may need may include actual numbers, averages, and so on. Data can either be primary or secondary, qualitative or quantitative.
• Primary data is first-hand information obtained from the ground, for example, by carrying out interviews and site visits.
• Secondary data is second-hand information obtained from reading books, watching news, videos, the internet, and other already documented material.
• Qualitative data is based on subjective factors such as people’s opinions, while quantitative data is based on actual numbers and is, therefore, more objective.

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5. Identify how you will analyze, interpret, and present the data

Come up with conclusive and tangible evidence to prove or disprove all the hypotheses you had stated earlier. Methods of data analysis include the use of statistical analysis such as mean, totals, income, or the general relationship between variables which can be enhanced by the use of graphical methods where possible.

Having developed all the above, you are now ready to come up with your concept paper, which will detail each of the steps outlined. The following is a guideline on how to structure your ideas for the perfect concept paper.

How to structure your concept paper

Here are the major elements of a concept paper format:

1. The title page

You should begin with a title that fully summarizes what the project you are carrying out is about. Avoid being wordy and stick to the main point.

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2. Introduction and statement of the problem

This serves as the most important part of the concept paper. You must be seeking to add value and convince the reader that you are doing so. For example, your research should seek to solve an existing problem or provide further insights into a scarcely researched topic. The problem should be clear. Why would you want to investigate the topic under study, and how your research will be helpful in achieving this? Herein, you need to provide the evidence that the research you need to carry out is necessary in that it has not been carried out before or has not been adequately done. Here are some questions that may help you nail this element:

• What is the problem?
• Why do you feel that it is important?
• How does your study relate to or add to research that has already been done?

3. Value of the study

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Outline specific groups of people who the study may benefit and how it will benefit them.

4. A preliminary literature review

You need to back up your passion for the topic under research with solid literature that supports the topic, for example, literature that supports the fact that further research needs to be carried out in that area. You need to show that there exists an information gap which your research seeks to fill. The wider the variety of literature review you have carried out, the more solid and convincing your concept paper will be.

5. State the research goals or objectives

This is a broad statement or statements of what the research seeks to achieve. It should start with ‘to’ and answer the questions who, what, when, which, or how.

6. Write down all the research questions

These are important as they will direct you on every research area, for example, the type of data to collect and how to analyze it. Make sure you have exhausted all the questions for the research to be complete.

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7. The research hypothesis

The research hypotheses stem from the research topic or the research questions and are, therefore, easy to draft. They are a statement of the situation you anticipate based on some prior knowledge you have, even before you carry out the research. The research seeks to find out if these hypotheses are true or not. There should be a positive and a negative hypothesis for each statement given. A positive hypothesis agrees with the statement in question while a negative hypothesis opposes it. At the end of the research paper, you will either accept or reject your positive hypothesis based on your findings.

8. State the methodology you intend to use

The research methodology states the ‘how’ of carrying out the research. It details the research design, that is, what kind of research you intend to carry out. You can either carry out:

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• An exploratory design that seeks to expound on the area of study that you have an idea in, in order to understand it better.
• An explanatory design that seeks to carry out an in-depth study on a certain idea that was not tackled in-depth. It mostly requires the use of qualitative methods of data collection.
• A descriptive research that seeks to find out the relationship between two variables of data you need. It uses analyses methods such as mean and mode.

9. A timeline for completion of each element of the research project

Undertaking a research can take a very long time if not well planned for, and it is, therefore, important to lay out just how much time you may need to complete each element of the research project and ultimately the whole project. In this section, you need to set a time frame that is realistic.

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10. Outline citations

Always remember to give credit to any sources you may have sourced your information from. This can be done within the document or at the end of the concept paper.

Concept paper example

Below is an example of a concept paper how to write. It will give you a detailed picture of what to include in your concept paper and ease the process of coming up with your own.

THE ROLE THAT QUALITY PLAYS IN THE PERFORMANCE OF FOOD PRODUCING FIRMS IN PAKISTANI

Introduction

Of late, there have been so many cases of food-related illnesses that are being directly associated with the low quality of food products being released to the market by the many food processing firms. It is clear that the quality of products that these firms are producing is below the industry mark. Surprisingly, these food firms which are already losing their reputation still seem to be blossoming. There is a general perception that quality affects the performance of firms and this ironic trend, therefore, begs the question as to just how vital quality is in the production process.

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Statement of the problem

This study seeks to answer the question on just how much the quality considerations of a firm affect its performance in terms of factors such as the ability to make more sales, maintain profit, as well as remain in the market. Is quality that much a factor as we all imagine it to be? If it is, why are these firms still doing so well, and if it is not what other factors are causing these firms to continue to prosper? Have we lost the quality battle by offering sub-standard products to our people, and should we reconsider our quality restrictions?

It has been widely agreed that quality is a factor that firms need to consider in order to compete in the global market (Paiva, 2013). Is this however the scenario on the ground and does quality play such a great role in the performance of food producing firms?

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Value of the study

The findings for the study will be helpful to the following parties:

• Quality regulatory bodies that will be able to determine the quality gap that exists and take necessary action.
• Researchers who will identify further areas of study as will be outlined in this research and hence lead to an increase in the body of knowledge.

Definition of variables

What is quality?

In this study, we will define quality as the ability of a product to perform suitably as per expectations (Reid & Sanders 2012). The study shall focus on the four main quality components including Quality planning, control, assurance, and improvement, and how each affects the performance of a firm when well implemented.

What is performance?

In this study, we will define performance as the ability to meet and /or exceed set standards. Examples of performance standards include sales levels, brand image, reduced rework rates, and customer retention rates.

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A brief Literature Review

Many documented texts agree that there is a relationship between quality considerations and the performance of firms. According to Garvin 1984, quality is based on innate excellence, recognizable on through experience. Abbot describes it as a measurable variable, and in another study, quality is subjective and individual based (Maio 2007). According to Sower 2010, quality refers to the conformance to prior set specifications. The final argument is that quality is based on cost and prices (Jones 2014).

The above scholars argue that quality is essential in the performance of a firm. The literature reviews however fall short as they fail to answer a few questions which this study paper will seek to outline. These are:

• To what extent quality actually affects performance, and
• Which approach firms use to measure quality and how these approaches affect their performance.

Research objectives

This research paper will be guided by the following objectives;

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• To find out the systems that food producing firms in the country have put in place to guarantee quality of their products.
• To determine the extent to which these quality systems affect their performance.

Research hypothesis

H0. Adherence to quality management system is integral to the performance of food producing firms.

H1. Adherence to quality management systems is not integral to the performance of food processing firms.

Research methodology

Research design

This will be a descriptive study analyzing different firms, the kinds of quality systems they have in place, and the relationship between these quality systems and the performance of the firms in question.

Population of study

The study will involve a sample of 35 food producing firms based in the capital, irrespective of their size or age.

Data collection

Data used will be primary data collected by use of questionnaires to be filled by personnel in the Operations Department of the various firms or other relevant department. The questions will be broad and detailed, seeking to draw information on the types of quality systems that the firms have put in place. For this study, we will focus on the four main quality components including Quality planning, quality control, quality assurance, and quality improvement. Details of their performance in terms of factors such as sales revenues will also be sought. Data on performance will also be sourced from secondary sources such as company financial statements and sales records, some of which are available online.

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Data analyses and interpretation

The data of the two variables collected, Quality, (X), and p

Performance, (Y), will be used to draw up a regression analysis to determine the strength as well as the nature of the relationship between the two variables. A conclusion will then be drawn from the resulting findings.

The project is expected to be completed in 13 weeks with the following as the timeline for each part of the project:

• Introduction and literature review: 3 weeks
• Research methodology: 5 weeks
• Data analysis, data interpretation, and presentation: 2 weeks
• Summary, conclusion, and recommendations: 2 weeks
• Polishing up the work for submission: 1 week
• American Society for Quality. (2015, January 13). Quality Assurance. Quality Engineering .
• Besterfield Dale .H, D... (2011). Total Quality Management (Revised ed.). Delhi, CRC Noida, India: Pearson.
• Carton, R. B. (2006). Measuring Organizational performance: Metrics for entrepreneurship and strategic management research. Northampton, Massachusetts, United States of America: Edwards Elgar Publishing.
• Ciotti, G. (2013, May 22nd). Help Scout. Retrieved February 23rd, 2015, from Help scout website: http://www.helpscout.net/blog/customer-satisfaction/
• Crosby, P. B. (1995). Quality Without Tears:The art of Hassle Free Management. (J. H. David E.Fogarty, Ed.) Town Penn Plaza, New York, United States of America :McGraw- Hill.
• David J Ketchen, J. c. (2004). Improving Firm Performance by matching strategic Decision-Making processes to competitive Dynamics. The Academy of Management Executive, 18 (4), 29-43.
• Et.al, J. G. (2005).Research in social Stratification and Mobility (Vol. 2). (K. T. Leicht, Ed.) Amsterdam, Netherlands: Elsevier.
• Frank M. Gryna, B. G. (2005). Juran, Quality and a century of Improvement (15th ed.). (K. S. Stephens, Ed.) Milwaukee, Winsconsin, United States of America: ASQ Press

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After following the above outline, you can be sure to submit a convincing concept paper for your research project to be approved. Finally, remember that the concept paper is based on facts and your personal opinions are not allowed. Ensure that your topic is researchable through any academic means such as the use of libraries, interviews, internet, and the like. The research must add value and be useful in the academic fraternity and not be casual. It must have a question or questions that are very specific and answerable by carrying out the research. It should have at least one hypothesis, and the data you need must obtainable in a cost-effective way. Of importance is to provide proper citation for all your work. I trust that you are now well versed with how to write a concept paper that you will be proud of.

Source: KAMI.com.gh