Week 2

1. Week 2 BA 2: An Analysis of the Structure of a Literature Review

2. BA 2 Prep. How did it go? • Get into groups and evaluate each other’s work. • 1) What is a literature review? • 2) What is the purpose of a literature review? • 3) What was the purpose of this literature review? • Did they summarize the work or analyze the structure?

3. BA 2 • Purpose: • To demonstrate your ability to understand what a literature review is and to analyze its structure • A mistake many students make on this assignment is summarizing the content and not analyzing the structure.

4. BA 2 • Many writers, in the academic setting and beyond, review previous research as part of their own writing. They do this in the form of a specialized type of document often referred to as a literature review. The format or structure of a literature review can differ across academic disciplines and rhetorical situations. • However, the overall objective of a literature review remains the same: to provide a “critical discussion, showing insight and an awareness of differing arguments, theories and approaches on a specific topic” (UCE Birmingham web site, par. 2).

5. BA 2 • Your task for this assignment is to analyze a literature review in preparation for writing your own in draft 1.1. Your analysis should focus on the structure of the review and how that structure demonstrates the author’s purpose for writing it.

6. To complete the assignment, write a 400-600 word essay in which you analyze the organization of the literature review which you have chosen from the list above. • Your analysis should consider the author’s purpose for conducting the review, the way the author has grouped the research on similar topics, and the kinds of information which the author provides about the sources and their authors. • In addition, your analysis should consider the rhetorical effect of the author’s decisions. You should cite examples from the literature review to illustrate your points. Your essay should be in MLA format. You must also include the author and title of the literature review in your introduction.

7. Assignment Direction Change! • We are limiting you to two of the six literature reviews for this assignment. If you write on another review, it will not receive credit. • -Thirty Years of Black American Literature and Literary Studies: A Review • --Parental Abduction: A Review of the Literature

8. BA 2 • Correct citation consists of two parts: the textual citation and the works cited list entry. After summarizing, paraphrasing, or quoting an author, you need to cite them in the essay at the end of the sentence in a parentheses. Include the author’s last name and the page number (no comma). • Caroli et al. suggest the obesity epidemic could be addressed if healthy messages were delivered through television, but assert that financial gain of television networks, actors, and food companies will be a difficult hurdle in passing proactive legislation (Caroli et al. S106-S107).

9. Grading • C1—Issue Identification and Focus • Does the student focus on describing the organization of the literature review?  Has the student done a thorough and accurate job of discussing the author’s purpose, the way that the author groups the research, and the kinds of information which the author provides about the sources? • C3—Sources and Evidence • How effectively does the student cite appropriate examples from the literature review to support his or her points about organization?  How effectively does the student properly integrate quotations and tie these quotations to the main point?  Does the student use MLA format correctly?

10. Grading • C5—Own Perspective • How effectively does the student analyze the rhetorical effect of the organization?  Is the student’s primary purpose to describe the organization and its rhetorical effect? • C6—Conclusion • How effectively does the student’s conclusion pull the analysis together?  • C7—Communication • How effective is the organization of the analysis?  How effective is the student’s writing at the sentence level?

11. Choosing a Topic • Forbidden Topics • How to formulate a topic

12. Banned/Forbidden Topics • Some topics are either highly overdone, too broad to write about well, or are not truly arguable. • Examples of overdone and too broad: • Global warming • Abortion • Legalization of marijuana • The death penalty • Steroids in sports • Lowering/raising the drinking age • Gun control • Making it illegal to text and drive

13. Banned/Forbidden Topics • Examples of not truly arguable: • Child abuse • Childhood obesity* • The full list: http://1302angell.files.wordpress.com/2011/01/forbidden-topics.docx • Exceptions in exceptional cases.

14. How Do I Find a Topic? • Think about the career you see yourself pursuing. Be as specific as possible. If you want to go into counseling, for example, ask yourself what KIND of counseling you are most interested. Now, what are some of the hot-button issues within that field? What intrigues you about the field? • Ask yourself what is most interesting to you about your major. Be as specific as possible! Are you a civil engineer who is most interested in concrete? Now, what are some of the interesting questions within that field?

15. How Do I Find a Topic? • Talk to a favorite professor for current topics in your field (that you can explore in 2000 words). • Look through textbooks from your favorite class(es). This may help you narrow down your area of interest. • Look through an academic journal in your discipline that publishes information you are interested in. • Personal librarians

16. Topic Tips • Make it easy on yourself: pick a topic or an issue that you care about. • Don’t bore yourself. • You should be able to make an informed argument for either side. • This means that you must be able to find articles that both agree and disagree with your potential thesis. • Literature review.

17. Topic Tips • Narrow, narrow, narrow: • Childhood obesity • Preventing childhood obesity • Preventing childhood obesity through exercise • Preventing childhood obesity through a aerobic exercise. • Preventing childhood obesity through a specific kind of aerobic exercise. • The narrower and more specific the topic, the better the essay (and grade). • It’s also easier.

18. Quick Grammar Review • Apostrophes • Something’s missing • Two main uses: • Contractions • Possessive • Contractions: • Is/am/are/have/has/will/would/not etc. • Something’s/I’m/they’re/they’ve/he’s/I’ll/she’d/don’t

19. Quick Grammar Review • Possessive • ’s (what is missing here?) • Student’s/the cat’s/people’s • Confusing exception • Pronouns (he/she/it/we/they) don’t use apostrophes for possession. • His/hers/its/our/their • But they do for contractions (“is”/ “are” / “have”). • He’s/she’s/it’s/we’re/they’re

20. Quick Grammar Review • Takeaway: • If a pronoun (he/she/it/we/they) OWNS something, it does not need an apostrophe. • If a pronoun IS something, it does need an apostrophe. • “Its name” • “It’s my favorite restaurant” • “Their name.” • “They’re my favorite team”

21. BA 3 Prep (Due in class next week) • BA 3 focuses on synthesis between sources. We are going to practice using movie reviews of Black Swan. • See the handout for BA 3 preparation on under “Participation Assignments” on the class website.