Part 2A: Literature Review

Part 2a: Literature Review

The challenge of this phase is in finding focused research that supports your hypothesis. In citing secondary sources, you are finding ways to answer your original research question. Remember that you are looking to find information that answers your specific research question.

It is possible that your original hypothesis might change as a result of this research. This is OK, you can make adjustments in the next phase.

The Task: You are to seek out 5-6 separate sources of research that are related to your research question/hypothesis. For each source you must do the following: 1. Properly cite the source using APA format. 2. Include a list of 3-5 research points (more really needed) taken from each source. 3. Include a short paragraph that explains how each source supports your research question/hypothesis.

Your literature review might look something like this: Source Citation:

Research Points: - - - - - Conclusions on how this supports my research question/sub-questions

4. Use the information on the attached sheet to evaluate each source.

Currency Relevance Authority Accuracy Purpose

5. Include properly formatted:  Title (in the centre of page)  Title page information at the top right-hand corner and  Bibliography. Knowledge  Research points are relevant and supportive of the ISU topic. 4 3 2 1 R Thinking  Good depth of research demonstrated. Appropriate and insightful 4 3 2 1 R references chosen. Communication  Communicates phase two requirements with a high degree of clarity 4 3 2 1 R and with confidence. Proper use of APA format. Application  Analysis of literature is in-depth. Strong conclusions are made. 4 3 2 1 R Phase 2: Literature Review

Research Source Citation:

Research Points:

- - - - -

Conclusions on how this supports my research question/sub-questions

Evaluating Sources Currency

Relevance

Authority

Accuracy

Purpose Part 2b: APA Works Cited or Bibliography or References

Book . ( ) . . Author - Last name, Initial(s). (Year). Book Title (italics). : . City, STATE/PROVINCE: Publisher

Example: Two Authors Cohen, L. G., & Spenciner, L. J. (2009). Assessment of Young Children in Abusive Homes. Toronto, ON: Westview Press.

Journal Article . ( ). . Author – Last name, Initial(s). (Year). Title of Article. , ( ), . Title of Journal (italics), Issue # (italics) (Volume #), Page Numbers.

Example: One Author Reagan, M.D. (2010). Curing the crisis: Options for America’s Health. Care American Journal of Health, 64(7), 57-68.

Internet/Website . ( ).

Author (if available) or Name of Sponsoring Institution. ( Year ). Title of Page or . Ed. . Retrieved from

Site Editor (if available). URL

Examples: Author & Editor Available Sherman, C. (2004). Canadian Families. Ed. Danny Sullivan. Retrieved from http://www.canadianfamily.ca/

No Author & No Editor Statistics Canada. (2004). Divorce Rates. Retrieved from http://www.statcan.gc.ca/stcsr/query.html

Works Cited

Baleghizadeh, S. (2010). The Effect of Pair Work on a Word-Building Task. ELT Journal, 64(4), 405-413.

Bauer, E. B., Manyak, P. C. & Cook, C. (2010). Supporting Content Learning for English Learners. The Reading Teacher, 63(5), 430-432.

Coelho, E., (2004). Adding English. Donmills, ON: Pippin Publishing Corporation.

Dornyei, Z. & Malderez, A. (1997). Group Dynamics and Foreign Language Teaching. System, 25(1), 65-81. *Note: title can be Works Cited or Bibliography or References, title must be centered *Note: list references in alphabetical order and indent/tab after the first line of the entry *Note: make sure your line spacing for this page is at 1.0 or single spacing, leave a blank line between each entry

Examples of Citations in Written Text: Cooperative Learning (CL) is beneficial to all students, especially English

Language Learners (ELLs) as it provides opportunities for ELLs to practice their language skills and gain support from their Native English speaking peers while in their zone of proximal development (Coelho, 2004). DelliCarpini (2009) claims that past research has shown students from certain cultures may not prefer Cooperative Learning strategies because they are more familiar with being passive learners and having a teacher-authority figure as the facilitator and to pass down knowledge. However, recent research has proved otherwise.

Moreover, Cirillo, Bruna and Herbel-Eisenmann (2010) claim that it is imperative to group students heterogeneously to enhance language growth for weaker ELLs and allows ELLs to use and hear the language of instruction in a context-embedded situation.

Many ELLs are hesitant to speak in front of the entire class, the use of groups or partners allows ELLs more chances to express their ideas and practice their English (Cirillo et al.,

2010).