Being in graduate school has given me many opportunities to work with both fellow graduate students and undergraduates. I can’t help but to compare the two, usually to amusing results. Bur perhaps the biggest differences I’ve noticed between graduate and undergraduate students has to do with writing prompts. In many undergraduate courses (or at least in the humanities and social sciences), students are presented with prompts that are preselected by the instructor, prompts usually related to class discussion. These types of prompts are helpful for newcomers to a particular topic or author, since they can aid in narrowing one’s focus for a deeper treatment of subject matter.
Upon becoming a graduate student, however, these useful tools disappear, as each person is encouraged to chart their own course and decide on their own research topics. Looking back, something as simple as a writing prompt appears as a luxury, as it accomplishes a lot of the labor of brainstorming without the student realizing it. Without this assistance, writing suddenly seem a much more daunting task than before. However, this new self-direction can also be very freeing. In my experience, I’ve noticed that it usually takes some time for a budding writer or student to transition from seeing this radical openness as daunting to liberating. But this transition will happen eventually, if only through sheer perseverance, and there are specific strategies that you can take in order to make process this easier.
Be Invested
First, ask yourself what you are most interested in. This can seem basic, but it can also be easily overlooked. As a graduate student, it’s easy to fall into the trap of selecting a topic to write on based on the perceived needs or direction of a particular field, what will be easiest, or what the instructor will most want to read. At the end of the day, however, you will be the one spending the most time and energy writing the paper, and it can make a lot of difference when you find your own work interesting. It becomes much easier to enter a state of flow when working on something you are invested in, and this in turn helps you be more productive overall, benefiting your work through the extra care and attention you will be motivated to give it.
Talk Through Ideas
Second, it helps to proactively discuss your work with your professors and fellow students. This can be as simple as asking them for help in selecting a topic to write on. They are sure to have some ideas of their own that help you formulate your own. Furthermore, such discussions can also help determine the viability of a particular topic: by talking it through a bit, you can begin to see the avenues of questioning and thought opening up from the initial topic, and where they may lead you. Based on the expected length of your paper, this can help determine if a particular topic is developed enough for your purposes, while also helping to point you toward new authors and books to help you in your work.
Seek Out Scholarly Voices
Finally, if you are still feeling lost in choosing what to write on, it can help to look over the reference sections of papers or books you encountered in class. Often overlooked, these reference sections are a treasure trove of new ideas. They can point you toward new authors and new ideas to help better facilitate your own thoughts. I find that this works much better than searching online oneself, which can often be too open to be helpful. Reference sections will help you narrow your search for interesting topics within your field.
Space
The first tip—though perhaps the most obvious—is the most important one. You really need to find your topic engaging if you are going to be able to write on it extensively and interestingly, a factor that kan keep you motivated through difficult writing stages. At the end of the day, however, the university is a community. So know that there are often more resources available to students than you may realize, and you shouldn’t not hesitate to ask others within the community for help.
The age-old aphorism, “publish or perish,” rings particularly loudly for graduate students in STEM. As soon-to-be Ph.D.’s, M.S.’s, and experts in our subject matter, the pressure to publish impactful papers that advance both our field of study and our career as independent researchers can be overwhelming at times, especially since we receive little to no guidance on how to write scientific papers, let alone impactful ones. (To learn more about how to write scientific papers, read “Scientific Writing: How to Write Papers that Get Cited and Proposals that Get Funded” by Joshua Schimel!) One such type of impactful paper and the cornerstone of a good dissertation is the literature review. What is a lit review? Besides being the one paper you repeatedly quote to make yourself sound smart, a lit review is a paper that systematically evaluates dozens if not hundreds of published peer-reviewed papers on a defined topic or question, and then summarizes them in a useful way to synthesize new information, identify new problems and questions/knowledge gaps, and ultimately offer new insights and areas of research for the wider scientific community to learn from and address. In fact, we’ve all stumbled across the one or two lit reviews in our field that not only have enlightened us on a subject but have also revolutionized how we think of a problem and/or springboarded us into research action. While reading a good lit review can be academically catalyzing, writing one, on the other hand, can be academically soul crushing. With the right tools, however, it doesn’t have to be!
This blogpost is a 5-step(ish) guide on how to write a good STEM lit review without losing your sanity, designed specifically for the modern “work smart, not hard” graduate student, like you.
Step 1. Define the research topic and identify the central question(s) you’re asking.
Before you even start searching for papers to evaluate in your lit review, you need to define your research topic and identify the central question(s) you’re asking. Specifically, your research topic should be the “big picture” problem or need in your field, and the question(s) you choose should be narrow enough to be answered (at least in part) by evaluating the existing body of literature on said topic. For example, if your research topic is evaluating the psychosocial effects that COVID-19 has on a certain group of people, your central questions might be: how does/did the COVID-19 pandemic affect grad students’ mental health and general outlook on post-graduate life? If your research topic is more methods-flavored, like improving protocols for extracting COVID-19 viral particles from different environmental matrices, your question(s) might be: what methods currently exist to extract viral RNA from waste-water samples and what are their advantages/disadvantages? The types of questions you can ask are infinite. But remember to choose a question that is large enough in scope to move the field forward but small enough in scope that you can answer it given limited resources (like time, available peer-reviewed papers, and coffee).
Step 2. Search for relevant literature and make a list.
What is relevant literature? What is irrelevant literature? And where do you even begin to search for it? Deciding these things can be tricky, which is why the first thing you’ll need is a predetermined list of keywords related to the research topic and/or question, and clear selection (i.e. inclusion) criteria. To use the same example as before, if your topic is on the psychosocial effects of COVID-19 on grad student mental health, you might use all of these words as keywords and then include a few more tangentially related or synonymous ones to ensure your search is broad enough (like “college student”, “psychological effects,” “social effect,” “stress,” “quality of life” and “COVID19 pandemic”). Don’t forget to use the Boolean operators “and,” “or,” and “not” in your search.
The second thing you’ll need is your university’s and/or public scholarly search engines to help you find papers. Baylor University Libraries’ One Search is a good place to start (especially since you have access to most if not all scholarly articles via the university’s academic journal subscriptions and interlibrary loans) but you’re not limited to this search engine. There are other great search engines likes PubMed, PubChem, ScienceDirect, ResearchGate, Springerlink, JSTOR, Web of Science, PLUS ONE, Scopus, Google Scholar, and the list goes on. (For a comprehensive list, see Top 100 Best Websites to Find Academic Journals, Articles & Books – Quertime). One tool I’ve found useful for finding related papers and staying abreast with my academic reading in general is the online visualization tool, Connected Papers. This impressive mapping tool gives you a visual overview of the literatures in the academic field you’re interested in, based on keywords you input, and it shows connections between new relevant papers and prior and/or derivative works. I highly recommend it!
Finally, don’t let your initial shock at the overwhelming or underwhelming number of papers that your search returns deter you. Instead, use your clearly-defined selection criteria (e.g. papers no older than X amount of years, studies including both male and female participants, clinical and/or nonclinical studies, etc.) to choose the papers you will evaluate and then store them in your preferred reference manager (EndNote, Zotero, Mendeley, etc.). Read the abstracts of the paper and look through their reference section, which oftentimes is a goldmine of references. Add papers to your list that pass your initial criteria check; you can always come back and edit this list after reading through the abstracts. Your list may be long or short, depending on the abundance of papers that match your criteria and/or addressing your research topic. If your research topic is fairly new, you may not find many papers (but hey, that’s less reading for you and more opportunity to make a significant contribution!). Nonetheless, the selection criteria is important for your review to be considered systematic, so make sure you take the time to decide what the selection criteria are before you start your search.
Step 3. Read the papers to answer your central question and keep an annotated bibliography!
Shockingly, yes, you’ll have to actually read the papers you chose for your lit review. But you don’t actually have to read them in their entirety (unless you’re OCD like me). Since you’ll have read the abstracts at this point, focus on reading the papers in a given order (chronological, alphabetic, or another reasonable order) and smartly – i.e. to answer your central question. Be sure to keep good notes on the themes, knowledge gaps, debates, problematic findings, new insights, etc. that you discover as you read. Don’t underestimate the power of the annotated bibliography. For each paper you read, keep an annotated bibliography with these notes, which will significantly increase your ability to organize your lit review later and significantly decrease the crippling anxiety that comes from disorganized lit review processes. One tip to expedite the reading process is to briefly skim the introduction, skip the methods (unless your central question is about the methods), and spend a designated amount of time on the results and discussion sections, which are where you’ll likely find the answer your central question. If you find yourself spending an ungodly amount of time reading a single paper, use a productivity tool (like the Pomodoro technique) to help keep yourself on track. You can always come back to a paper if you need to clarify something later, but remember, you want to maximize your productivity from the beginning by finding ways to read and note-take more efficiently so that you can get to the meat of the lit review, the writing, sooner rather than later.
Step 4. Write an outline.
Based on your reading and notes, decide what lit review structure works best to write in light of the central question you’re asking. Use the central question explicitly as your thesis statement at the end of your introduction, after you’ve described the background of the “big picture” problem you’re addressing and highlighted the specific knowledge gap(s) in your field of research that further warrant your lit review. For the body of the lit review, the four main lit review structures typically used are:
Chronological – This is the simplest approach to map the development of your topic over time. If you choose this approach, avoid simply summarizing papers or listing them in order. Instead, focus on analyzing patters, key events, important debates or opposing views, etc. that have shaped the field and/or address the central question.
Thematic – This strategy uses recurring themes to organize your lit review into subsections that address different areas of the topic. For example, if you’re evaluating the psychosocial effects of COVID19 on graduate students, you might have several psychosocial parameters you’re evaluating, so you can use each of these as thematic sub-headers throughout the paper.
Methodological – If you’re comparing research methods from different fields or disciplines, you can use this approach to group similar methods together and juxtapose different ones. You can also discuss advantages and disadvantages of the methods in this strategy.
Theoretical – Oftentimes, the lit review is the foundation for a theoretical framework. This strategy allows you to discuss existing/new theories, definitions and key concepts, test models, etc. Like the methodological strategy, you can discuss the relevance of one theoretical approach over another, advantages, disadvantages, etc.
End the outline of your lit review with the conclusion/future direction section, where you will highlight the most important insights you’ve learned and offer new questions for the wider scientific community to address.
This outlining step is perhaps one of the hardest aspects of the lit review because putting an effective outline together can feel much like putting together a blank puzzle. However, once you’ve decided which outline structure works best for your topic and you’ve written out the outline, writing the paper will be easier (not easy!) than writing without a strategy in mind.
Step 5. Write the lit review.
There’s not much explanation needed here. For more help on writing the specific parts of the lit review, visit Scribbr’s “What is a Lit Review: Step-by-Step Guide and Examples”.
Consider joining a writing group to keep yourself accountable and writing routinely (and sane!). The GWC starts new ones every semester. Look out for our email! Remember, writing IS thinking, and writing CREATES knowledge, so make sure you give yourself time everyday to sit down and write something.
Step 5.5. Revise and edit, and send it to the GWC!
Once your first draft is done, have someone you trust in your professional circle review it and offer constructive criticism. Additionally, the GWC is always happy to help! You can send you papers direct to gwc@baylor.edu and we will pair you with a consultant to serve as an outside expert reader and offer feedback over a brief meeting.
If you’re writing the lit review for your dissertation or thesis, be sure to incorporate it following the guidelines and requirements given by your advisor/program. If you’re writing the lit review as a stand-alone paper or as part of a manuscript for an academic journal, follow the journal’s stylistic formatting and requirements, and ensure your citations are correct.
While writing a lit review can induce high levels of academic anxiety, we hope that this guide helps demystify the process and put some of that anxiety to rest. Remember that you are capable and that there are people here to help you! Email us at gwc@baylor.edu for help with your lit review (or any other paper) at any stage of completion.
Trigger warning: If you spent weeks trying to find the “right instrument” only to find out it doesn’t exist (like me), then this may induce feelings of anxiousness. 😫
Let’s set the stage: You are typing away into the night to develop your purpose and problem statements for your dissertation and decide that the magic answer to your research design question is, “Yes, absolutely! This is going to be a quantitative study.” Awesome! You meet with your advisor and tell them the news and you think you’re going to just create your own because what you want to measure doesn’t quite exist already and you’re sure you can validate an instrument, because, to quote Elle Woods in Legally Blonde, “What, like, it’s hard?” You’re already knee-deep into your rigorous doctoral program and feel confident in your abilities. While meeting with your advisor, they explain that creating an instrument is in and of itself a “completely separate dissertation.”
By this point, you are feeling slightly defeated, but as we know, academia is a series of high and low points, and this too shall pass. So, where does one find an instrument? Good thing we have the Baylor library and expert librarians!
First, you need to determine what exactly you want to measure. This may seem simplistic in nature, but it is necessary. In the Ed.D program, we are encouraged to select an instrument before tackling other portions of our paper because it is central to the data design and data collection. In some respects, the instrument frames your entire dissertation. It can be helpful to see what other researchers used the same test or instrument in determining how you will apply it to your own.
There isn’t a formal process for finding the “perfect instrument.” However, the library commonly recommends two databases as starting points, which are APA Psych and Education Resources Information Center (ERIC). The easiest way to find these databases is by searching by keyword under the databases tab on the Baylor University Library Website.
It is best to start with a broad topic and narrow it as you continue. Interestingly, there are three different versions of ERIC, but EBSCOHOST has advanced features and is education related. After scrolling down the page on the right-hand side there is a box titled ‘publication type’, and as you scroll you will see ‘test/questionnaire.’ Or, under EBSCOHOST you can put the name of the test in quotation marks with no other limitation and the exact name will be searched in all metadata.
Yes, you can use OneSearch to investigate journals, dissertations, books, e-books, etc., but there are less advanced searches with this path. It is your choice, though!
According to Amy James, the Director of Information and Instruction at the Baylor Library, “Many times, students know the name of the test in an article but can’t find the actual instrument, which is vital to your research. It is not enough to find an article that mentions your instrument of choice.” In the Appendices, you will have to include a copy of the real thing. It is rare, occurring only three times in three years, but if the instrument isn’t found internally then Dr. James goes to Google to hunt it down. Sometimes, the author will let you use their instrument for a small fee or ask that you attend accreditation training. There are benefits to this avenue if you plan on conducting additional research in the future. Also, it looks really cool on your CV and LinkedIn profile, right?!
I asked James if the reason why the instrument can’t be found is if the original author wants to make a profit or the instrument is just very new. She said, “it could be because the instrument is new, or it isn’t part of the current library paid package.” Again, while this is atypical, it is still good to know all the possible outcomes.
Know that you can always place a request with OSOFast, the interlibrary loan request system, which will search other institutions. The sky is the limit. OSOFast requests are sometimes addressed internationally too.
The moral is, don’t panic if you don’t know how to find an instrument. Now, you have some basic first steps and an entire library ready and willing to help you with your research goals, including finding the best instrument or test.
