acknowledges …
takes as its focus …
is concerned with …
is exploratory in nature.
lacks clarity regarding …
pays particular attention to
seems to have been based on …
has emphasised the importance of …
perpetuates out-of-date notions of …
is extensive and focuses particularly on …
Research into X has a long history. For many years, this phenomenon was surprisingly neglected by … Only in the past ten years have studies of X directly addressed how … Prior to the work of Smith (1983), the role of X was largely unknown. Over the past decade, most research in X has emphasized the use of … In recent years, there has been an increasing amount of literature on … Early examples of research into X include … (Smith, 1962; Jones, 1974). During the past 30 years, much more information has become available on … The first serious discussions and analyses of X emerged during the 1970s with … Over the past two decades, major advances in molecular biology have allowed … Historically, research investigating the factors associated with X has focused on … It is only since the work of Smith (2001) that the study of X has gained momentum. The construct of X was first articulated by Smith (1977) and popularised in his book: … Around the early 1960s, small-scale research and case studies began to emerge linking … It was not until the late 1960s that historians considered X worthy of scholarly attention. Awareness of X is not recent, having possibly first been described in the 5th century BCE by …
Most research on X has been carried out in … Most researchers investigating X have utilised … Using this approach, researchers have been able to … Several systematic reviews of X have been undertaken. The vast majority of studies on X have been quantitative. What we know about X is largely based on observational studies. There are a number of large cross-sectional studies which suggest … Much of the previous research on X has been exploratory in nature. Much of the X research has focused on identifying and evaluating the … What we know about X is largely based upon empirical studies that investigate … Publications that concentrate on X more frequently adopt a historical or chronological approach …
What we know about X is largely based upon | case clinical empirical qualitative simulation laboratory longitudinal comparative experimental observational epidemiological | studies that investigate … |
To date, several studies have investigated … A number of studies have begun to examine … Various studies have assessed the efficacy of … Researchers attempted to evaluate the impact of … A great deal of previous research into X has focused on … Several studies have used longitudinal data to examine … Previous studies have explored the relationships between X and Y. Twenty cohort study analyses have examined the relationship between … A number of authors have considered the effects of … (Smith, 2003; Jones, 2004). At least 120 case-control studies worldwide have examined the relationship between … Numerous studies have attempted to explain … (for example, Smith, 1996; Jones, 1998; …).
Several lines of evidence suggest that … Previous research has established that … Data from several studies suggest that … Recent evidence suggests that … (Smith, 2020; …). It is now well established from a variety of studies that … New findings amongst X provides further evidence that …
A number of studies have postulated a convergence between … Recently, considerable evidence has accumulated to show that … Surveys such as that conducted by Smith (2015) have shown that … Many recent studies (e.g. Smith, 2019; Jones, 2020) have shown that … Traditionally, it has been argued that … (e.g. Smith, 1960; Jones, 1972). Several biographies of Brown have been published. Smith (2016) presents …
In previous studies on X, different variables have been found to be related to … Many historians have argued that … (e.g. Jones, 1997; Brown, 1999; Smith, 2019). There is a consensus among social scientists that … (e.g. Smith, 2019; Jones, 2020; … Data from several sources have identified the increased X and Y associated with obesity. Recently, in vitro studies have shown that X can … (Smith et al. , 2018; Jones et al. , 2021). It has been demonstrated that a high intake of X results in damage to … (Smith, 2015; …).
To date, Thus far, Up to now, | several studies previous studies a number of studies | have | used … found … reported … shown that… indicated that … linked X with Y. suggested that … demonstrated that … begun to examine the use of … confirmed the effectiveness of … revealed a correlation between X and Y. highlighted factors that are associated with … |
X increases when … (Smith, 2015) X is able to affect Y (Smith, 2015; Jones, 2020). X is positively related to Y (Smith, 2015; Jones, 2020). X is proportional to Y as expressed by the… (Smith, 2015). X is one of the most important … (Smith, 2015; Jones, 2020). X is one of the most intense reactions following Y (Jones, 2020). A relationship exists between X and Y (Smith, 2015; Jones, 2020). X is a principal determining factor of Y (Smith, 2015; Jones, 2020). There is an unambiguous relationship between X and Y (Smith, 2015). X is significantly reduced during the first months of … (Smith, 2015; Jones, 2020). X has been found to oppose the anti-inflammatory actions of Y on Z (Smith, 2020).
Smith’s comparative study (2017) found that … Jones’s comprehensive review concluded that … Brown’s (1998) model of X assumes three main … Smith’s cross-country analysis (2017) showed that … Jones’s (2010) review of the literature concluded that … Brown’s (2022) recent analysis of X provides a strong critique of …
Smith (2015) | reported … identified … showed that … demonstrated that … found that as levels X rise … |
Jones (2015) | compared the rate of … labelled these subsets as … measured both components of the … used a survey to assess the various … investigated the differential impact of … identified parents of disabled children as … set up a series of virtual experiments using … examined the flow of international students … carried out a number of investigations into the … studied the effects of X on unprotected nerve cells. conducted a series of trials in which she mixed X with … analysed the data from 72 countries and concluded that … interviewed 250 undergraduate students using semi-structured … performed a similar series of experiments in the 1960s to show that … reviewed the literature from the period and found little evidence for this … |
In 1959, a seminal article was published entitled … Following this period, Smith actively searched for X. In the 1950s, Smith pointed to some of the ways in which … Thirty years later, Smith (1974) reported three cases of X which … Almost 20 years ago, Jones (1995) formulated his X theory, centred around …
In 1990, | Smith | found that … performed the first … published a paper in which they described introduced a system of classification based on … demonstrated that X induced in vitro resistance to reported a new and convenient synthetic procedure to … |
One longitudinal study found that … A seminal study in this area is the work of … One study by Smith (2014) examined the trend in … A recent study by Smith and Jones (2012) involved … A qualitative study by Smith (2003) described how … A recent systematic literature review concluded that … Preliminary work on X was undertaken by Jones (1992). A longitudinal study of X by Smith (2012) reports that … A key study comparing X and Y is that of Smith (2010), in which … The first systematic study of X was reported by Smith et al. in 1986. Detailed examination of X by Smith and Jones (1961) showed that … Analysis of the genes involved in X was first carried out by Smith et al. (1983). A significant analysis and discussion on the subject was presented by Smith (1988). The study of the structural behaviour of X was first carried out by Jones et al. (1986). A small scale study by Smith (2015) reached different conclusions, finding no increase in … The study by Jones (1990) offers probably the most comprehensive empirical analysis of …
In a(n) | follow-up study, major study of X, investigation into X, study investigating X, comprehensive study of X, recent cross-sectional study, large-scale longitudinal study, randomised controlled study of X, study which set out to determine X randomised controlled study of X, | Smith (2015) | found … reported … |
To determine the effects of X, Jones et al . (2005) compared … X was originally isolated from Y in a soil sample from … (Jones et al. , 1952). The electronic spectroscopy of X was first studied by Smith and Jones in 1970. X formed the central focus of a study by Smith (2002) in which the author found … To better understand the mechanisms of X and its effects, Jones (2013) analysed the … X was first demonstrated experimentally by Pavlov (Smith, 2002). In his seminal study … The acid-catalyzed condensation reaction between X and Y was first reported by Smith in 1872. The way in which X is regulated was studied extensively by Smith and colleagues (Smith et al. 1995 and 1998).
In Chapter 2, Smith provides us with a number of important … In the subsequent chapter, Smith examines the extent to which … By drawing on the concept of X, Smith has been able to show that … Some analysts (e.g. Smith, 2015) have attempted to draw fine distinctions between … Drawing on an extensive range of sources, the authors set out the different ways in which … Other authors (see Smith, 2010; Jones, 2014) question the usefulness of such an approach.
Smith (2000) | defines X as … questions whether … lists three reasons why … identifies X, Y, and Z as the major causes of … draws on an extensive range of sources to assess … traces the development of X during the 19th century. highlights the need to break the link between X and Y. mentions the special situation of X as an example of … uses examples of these various techniques as evidence that … draws our attention to distinctive categories of X often observed in … discusses the challenges and strategies for facilitating and promoting … considers whether countries work well on cross-border issues such as … provides in-depth analysis of the work of Aristotle showing its relevance to … |
In her review of …, In her major study, In her analysis of …, In her seminal article, In her case study of …, In her introduction to …, In her classic critique of …, In her interesting analysis of …, | Smith (2012) identifies five characteristics of … |
As noted by Smith (2003) X is far more cost effective, and therefore … According to Smith (2003), preventative medicine is far more cost effective, and therefore …
Smith (2013) | argues claims suggests maintains concludes points out | that | preventative medicine is far more cost effective, and therefore better adapted to the developing world. |
Smith (2013) | offers proposes suggests argues for | an explanatory theory for each type of irrational belief. |
Similarly, Jones (2015) found that X … This is consistent with the data obtained by … Smith (1995) makes a similar point in his study of X … In the same vein, Smith (1995) in his book XYZ notes This view is supported by Jones (2015) who writes that Along the same lines, Smith (1995) subsequently argued that … Smith argues that her data support Jones’s (1995) view that Jones’s (1986) work on X is complemented by Smith’s (2009) study of Almost every paper that has been written on X includes a section relating to A broadly similar point has also recently been made by Johnson (2019), who …
Smith (2015) | sees X as … argues that … | Like Smith, Jones (2016) maintains that … Similarly, Jones (2016) makes the case for … Likewise, Jones (2016) holds the view that … Supporting this view, Jones (2016) writes that … Adopting a similar position, Jones (2016) argues that … In the same vein, Jones (2016), in his book , notes … |
Other writers have argued that … Other studies have concluded that … Unlike Smith, Jones (2013) argues that In contrast to Smith, Jones (2013) argues that Smith (2010) presents an X account, whilst Jones (2011) While Smith (2008) focuses on X, Jones (2009) is more concerned with A broader perspective has been adopted by Smith (213) who argues that Contrary to previously published studies, Jones et al. demonstrated the efficacy of… This result conflicts with Smith’s (1965) previously mentioned study which found that … Conversely, Smith (2010) reported no significant difference in mortality between X and Y.
Some writers (e.g. Smith, 2002) have attempted to draw fine distinctions between … break Some authors have mainly been interested in questions concerning X and Y (Smith, 2001; Jones … break Much of the available literature on X deals with the question of … | Others (see Jones, 2003; Brown, 2004) question the usefulness of … break Others have highlighted the relevance of … break But Smith (2015) is much more concerned with … |
Smith (2015) notes that … break Smith (2013) found that X accounted for 30% of Y. | However, Jones’s (2018) study of Y found no link between … break Other researchers, however, who have looked at X, have found … Jones (2010), for example, … |
Smith (2010) presents an X account, break While Smith (2008) focusses on X, | whilst Jones (2011) … break Jones (2009) is more concerned with … |
Commenting on X, Smith (2003) argues: ‘… …’ As Smith (2004: 215) states: ‘there are many good reasons to be sceptical’. As Smith argues: ‘In the past, the purpose of education was to …’ (Smith, 2000:150). In the final part of the Theses on Feuerbach , Marx writes: ‘Philosophers have hitherto only …’ Smith concludes: ‘The idea of development stands today like a ruin in …’ (Smith, 1992: 156).
As Smith (2015: 320) | notes: ‘… … … … … ‘ argues ‘ … … … … … ‘ writes: ‘ … … … … … ‘ observes: ‘ … … … … … ‘ points out: ‘ … … … … … ‘ reminds us: ‘ … … … … … ‘ |
Together, these studies indicate that … Overall, these studies highlight the need for … Considering all of this evidence, it seems that … Collectively, these studies outline a critical role for… In all the studies reviewed here, X is recognised as … The evidence presented in this section suggests that … The studies presented thus far provide evidence that … Taken together, these studies support the notion that … Overall, there seems to be some evidence to indicate that … Together these studies provide important insights into the … All of the studies reviewed here support the hypothesis that … Two important themes emerge from the studies discussed so far: However, such studies remain narrow in focus dealing only with … The evidence reviewed here seems to suggest a pertinent role for … These studies clearly indicate that there is a relationship between … In view of all that has been mentioned so far, one may suppose that … There remain several aspects of X about which relatively little is known.
Overall, these studies | show … suggest … provide … indicate … highlight … |
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The literature review, database search tips.
What is a Literature Review? What is its purpose?
The purpose of a literature review is to offer a comprehensive review of scholarly literature on a specific topic along with an evaluation of the strengths and weaknesses of authors' arguments . In other words, you are summarizing research available on a certain topic and then drawing conclusions about researchers' findings. To make gathering research easier, be sure to start with a narrow/specific topic and then widen your topic if necessary.
A thorough literature review provides an accurate description of current knowledge on a topic and identifies areas for future research. Are there gaps or areas that require further study and exploration? What opportunities are there for further research? What is missing from my collection of resources? Are more resources needed?
It is important to note that conclusions described in the literature you gather may contradict each other completely or in part. Recognize that knowledge creation is collective and cumulative. Current research is built upon past research findings and discoveries. Research may bring previously accepted conclusions into question. A literature review presents current knowledge on a topic and may point out various academic arguments within the discipline.
What a Literature Review is not
From the Online Library
SAGE Research Methods is a web-based research methods tool that covers quantitative, qualitative and mixed methods. Researchers can explore methods and concepts to help design research projects, understand a particular method or identify a new method, and write up research. Sage Research Methods focuses on methodology rather than disciplines, and is of potential use to researchers from the social sciences, health sciences and other research areas.
The Literature Review: Step by Step
Follow this step-by-step process by using the related tabs in this Guide.
Getting Started
Consider the following questions as you develop your research topic, conduct your research, and begin evaluating the resources discovered in the research process:
What is Academic Literature?
What is the difference between popular and scholarly literature?
To better understand the differences between popular and scholarly articles, comparing characteristics and purpose of the publications where these articles appear is helpful.
Popular Article (Magazine)
Examples of magazines that contain popular articles:
Scholarly Article (Academic Journal)
Examples of academic journals that contain scholarly articles:
Define your research question
Selecting a research topic can be overwhelming. Consider following these steps:
1. Brainstorm research topic ideas
- Free write: Set a timer for five minutes and write down as many ideas as you can in the allotted time
- Mind-Map to explore how ideas are related
2. Prioritize topics based on personal interest and curiosity
3. Pre-research
- Explore encyclopedias and reference books for background information on the topic
- Perform a quick database or Google search on the topic to explore current issues.
4. Focus the topic by evaluating how much information is available on the topic
- Too much information? Consider narrowing the topic by focusing on a specific issue
- Too little information? Consider broadening the topic
5. Determine your purpose by considering whether your research is attempting to:
- further the research on this topic
- fill a gap in the research
- support existing knowledge with new evidence
- take a new approach or direction
- question or challenge existing knowledge
6. Finalize your research question
NOTE: Be aware that your initial research question may change as you conduct research on your topic.
Searching the Literature
Research on your topic should be conducted in the academic literature. The Rasmussen University Online Library contains subject-focused databases that contain the leading academic journals in your programmatic area.
Consult the Using the Online Library video tutorials for information about how to effectively search library databases.
Watch the video below for tips on how to create a search statement that will provide relevant results
Need help starting your research? Make a research appointment with a Rasmussen Librarian .
TIP: Document as you research. Begin building your references list using the citation managers in one of these resources:
Recommended programmatic databases include:
Data Science
Coverage includes computer engineering, computer theory & systems, research and development, and the social and professional implications of new technologies. Articles come from more than 1,900 academic journals, trade magazines, and professional publications.
Provides access to full-text peer-reviewed journals, transactions, magazines, conference proceedings, and published standards in the areas of electrical engineering, computer science, and electronics. It also provides access to the IEEE Standards Dictionary Online. Full-text available.
Computing, telecommunications, art, science and design databases from ProQuest.
Healthcare Management
Articles from scholarly business journals back as far as 1886 with content from all disciplines of business, including marketing, management, accounting, management information systems, production and operations management, finance, and economics. Contains 55 videos from the Harvard Faculty Seminar Series, on topics such as leadership, sustaining competitive advantage, and globalization. To access the videos, click "More" in the blue bar at the top. Select "Images/ Business Videos." Uncheck "Image Quick View Collection" to indicate you only wish to search for videos. Enter search terms.
Provides a truly comprehensive business research collection. The collection consists of the following databases and more: ABI/INFORM Complete, ProQuest Entrepreneurship, ProQuest Accounting & Tax, International Bibliography of Social Sciences (IBSS), ProQuest Asian Business and Reference, and Banking Information Source.
The definitive research tool for all areas of nursing and allied health literature. Geared towards the needs of nurses and medical professionals. Covers more than 750 journals from 1937 to present.
HPRC provides information on the creation, implementation and study of health care policy and the health care system. Topics covered include health care administration, economics, planning, law, quality control, ethics, and more.
PolicyMap is an online mapping site that provides data on demographics, real estate, health, jobs, and other areas across the U.S. Access and visualize data from Census and third-party records.
Human Resources
Articles from all subject areas gathered from more than 11,000 magazines, journals, books and reports. Subjects include astronomy, multicultural studies, humanities, geography, history, law, pharmaceutical sciences, women's studies, and more. Coverage from 1887 to present. Start your research here.
Cochrane gathers and summarizes the best evidence from research to help you make informed choices about treatments. Whether a doctor or nurse, patient, researcher or student, Cochrane evidence provides a tool to enhance your healthcare knowledge and decision making on topics ranging from allergies, blood disorders, and cancer, to mental health, pregnancy, urology, and wounds.
Health sciences, biology, science, and pharmaceutical information from ProQuest. Includes articles from scholarly, peer-reviewed journals, practical and professional development content from professional journals, and general interest articles from magazines and newspapers.
Joanna Briggs Institute Academic Collection contains evidence-based information from across the globe, including evidence summaries, systematic reviews, best practice guidelines, and more. Subjects include medical, nursing, and healthcare specialties.
Comprehensive source of full-text articles from more than 1,450 scholarly medical journals.
Articles from more than 35 nursing journals in full text, searchable as far back as 1995.
Analyzing Your Research Results
You have completed your research and discovered many, many academic articles on your topic. The next step involves evaluating and organizing the literature found in the research process.
As you review, keep in mind that there are three types of research studies:
Consider these questions as you review the articles you have gathered through the research process:
1. Does the study relate to your topic?
2. Were sound research methods used in conducting the study?
3. Does the research design fit the research question? What variables were chosen? Was the sample size adequate?
4. What conclusions were drawn? Do the authors point out areas for further research?
Reading Academic Literature
Academic journals publish the results of research studies performed by experts in an academic discipline. Articles selected for publication go through a rigorous peer-review process. This process includes a thorough evaluation of the research submitted for publication by journal editors and other experts or peers in the field. Editors select articles based on specific criteria including the research methods used, whether the research contributes new findings to the field of study, and how the research fits within the scope of the academic journal. Articles selected often go through a revision process prior to publication.
Most academic journal articles include the following sections:
TIP: To begin selecting articles for your research, read the highlighted sections to determine whether the academic journal article includes information relevant to your research topic.
Step 1: Skim the article
When sorting through multiple articles discovered in the research process, skimming through these sections of the article will help you determine whether the article will be useful in your research.
1. Article title and subject headings assigned to the article
2. Abstract
3. Introduction
4. Conclusion
If the article fits your information need, go back and read the article thoroughly.
TIP: Create a folder on your computer to save copies of articles you plan to use in your thesis or research project. Use NoodleTools or APA Academic Writer to save APA references.
Step 2: Determine Your Purpose
Think about how you will evaluate the academic articles you find and how you will determine whether to include them in your research project. Ask yourself the following questions to focus your search in the academic literature:
Step 3: Read Critically
Before reading the article, ask yourself the following:
As you read the article make note of the following:
Managing your Research
Tip: Create APA references for resources as you discover them in the research process
Use APA Academic Writer or NoodleTools to generate citations and manage your resources. Find information on how to use these resources in the Citation Tools Guide .
Writing the Literature Review
Once research has been completed, it is time to structure the literature review and begin summarizing and synthesizing information. The following steps may help with this process:
Boolean Operators connect keywords or concepts logically to retrieve relevant articles, books, and other resources. There are three Boolean Operators:
Using AND
Venn diagram of the AND connector
Example: The result list will include resources that include both keywords -- "distracted driving" and "texting" -- in the same article or resource, represented in the shaded area where the circles intersect (area shaded in purple).
Venn diagram of the OR connector
Example: The result list will include resources that include the keyword "texting" OR the keyword "cell phone" (entire area shaded in blue); either is acceptable.
Venn diagram of the NOT connector
Example: The result list will include all resources that include the term "car" (green area) but will exclude any resource that includes the term "motorcycle" (purple area) even though the term car may be present in the resource.
A library database searches for keywords throughout the entire resource record including the full-text of the resource, subject headings, tags, bibliographic information, etc.
Example: The keyword list above was developed to find resources that discuss how texting while driving results in accidents. Notice that there are synonyms (texting and "text messaging"), related terms ("cell phones" and texting), and spelling variations ("cell phone" and cellphone). Using keywords when searching full text requires consideration of various words that express an idea or concept.
Example 1: In EBSCO's Academic Search Complete, clicking on the "Subject Terms" tab provides access to the entire subject heading list used in the database. It also allows a search for specific subject terms.
Example 2: A subject term can be incorporated into a keyword search by clicking on the down arrow next to "Select a Field" and selecting "Subject Terms" from the dropdown list. Also, notice how subject headings are listed below the resource title, providing another strategy for discovering subject headings used in the database.
When a search term is more than one word, enclose the phrase in quotation marks to retrieve more precise and accurate results. Using quotation marks around a term will search it as a "chunk," searching for those particular words together in that order within the text of a resource.
"cell phone"
"distracted driving"
"car accident"
TIP: In some databases, neglecting to enclose phrases in quotation marks will insert the AND Boolean connector between each word resulting in unintended search results.
Truncation provides an option to search for a root of a keyword in order to retrieve resources that include variations of that word. This feature can be used to broaden search results, although some results may not be relevant. To truncate a keyword, type an asterisk (*) following the root of the word.
For example:
Library databases provide a variety of tools to limit and refine search results. Limiters provide the ability to limit search results to resources having specified characteristics including:
In both the EBSCO and ProQuest databases, the limiting tools are located in the left panel of the results page.
EBSCO ProQuest
The short video below provides a demonstration of how to use limiters to refine a list of search results.
Each resource in a library database is stored in a record. In addition to the full-text of the resources, searchable Fields are attached that typically include:
Incorporating Fields into your search can assist in focusing and refining search results by limiting the results to those resources that include specific information in a particular field.
In both EBSCO and ProQuest databases, selecting the Advanced Search option will allow Fields to be included in a search.
For example, in the Advanced Search option in EBSCO's Academic Search Complete database, clicking on the down arrow next to "Select a Field" provides a list of fields that can be searched within that database. Select the field and enter the information in the text box to the left to use this feature.
Stop words are short, commonly used words--articles, prepositions, and pronouns-- that are automatically dropped from a search. Typical stop words include:
In library databases, a stop word will not be searched even if it is included in a phrase enclosed in quotation marks. In some instances, a word will be substituted for the stop word to allow for the other words in the phrase to be searched in proximity to one another within the text of the resource.
For example, if you searched company of America, your result list will include these variatons:
This short video demonstrates how to create a search string -- keywords connected with Boolean operators -- to use in a library database search to retrieve relevant resources for any research assignment.
Training videos | Faqs
Overview | Abstract | Introduction | Literature Review | Materials & Methods | Results & Discussion | Conclusion & Future Work | Acknowledgements & Appendix
The results and discussion sections are one of the challenging sections to write. It is important to plan this section carefully as it may contain a large amount of scientific data that needs to be presented in a clear and concise fashion. The purpose of a Results section is to present the key results of your research. Results and discussions can either be combined into one section or organized as separate sections depending on the requirements of the journal to which you are submitting your research paper. Use subsections and subheadings to improve readability and clarity. Number all tables and figures with descriptive titles. Present your results as figures and tables and point the reader to relevant items while discussing the results. This section should highlight significant or interesting findings along with P values for statistical tests. Be sure to include negative results and highlight potential limitations of the paper. You will be criticised by the reviewers if you don’t discuss the shortcomings of your research. This often makes up for a great discussion section, so do not be afraid to highlight them.
The results and discussion section of your research paper should include the following:
From the short review above, key findings emerge: __ We describe the results of __, which show __ This suggests that __ We showed that __ Our findings on __ at least hint that __ This is an important finding in the understanding of the __ The present study confirmed the findings about __ Another promising finding was that __ Our results demonstrated that __ This result highlights that little is known about the __ A further novel finding is that __ Together, the present findings confirm __ The implications of these findings are discussed in __ The results demonstrate two things. First, __. Second, __ The results of the experiment found clear support for the __ This analysis found evidence for __ Planned comparisons revealed that __ Our results casts a new light on __ This section summarises the findings and contributions made. It performs well, giving good results. This gives clearly better results than __ The results confirm that this a good choice for __ From the results, it is clear that __ In this section, we will illustrate some experimental results. This delivers significantly better results due to __ The result now provides evidence to __ It leads to good results, even if the improvement is negligible. This yields increasingly good results on data. The result of this analysis is then compared with the __ The applicability of these new results are then tested on __ This is important to correctly interpret the results. The results are substantially better than __ The results lead to similar conclusion where __ Superior results are seen for __ From these results it is clear that __ Extensive results carried out show that this method improves __ We obtain good results with this simple method. However, even better results are achieved when using our algorithm. It is worth discussing these interesting facts revealed by the results of __ Overall, our method was the one that obtained the most robust results. Slightly superior results are achieved with our algorithm. The result is equal to or better than a result that is currently accepted.
The results demonstrated in this chapter match state of the art methods. Here we compare the results of the proposed method with those of the traditional methods. These results go beyond previous reports, showing that __ In line with previous studies __ This result ties well with previous studies wherein __ Contrary to the findings of __ we did not find __ They have demonstrated that __ Others have shown that __ improves __ By comparing the results from __, we hope to determine __ However, in line with the ideas of __, it can be concluded that __ When comparing our results to those of older studies, it must be pointed out that __ We have verified that using __ produces similar results Overall these findings are in accordance with findings reported by __ Even though we did not replicate the previously reported __, our results suggest that __ A similar conclusion was reached by __ However, when comparing our results to those of older studies, it must be pointed out __ This is consistent with what has been found in previous __ A similar pattern of results was obtained in __ The findings are directly in line with previous findings These basic findings are consistent with research showing that __ Other results were broadly in line with __
Because of the lack of __ we decided to not investigate __ One concern about the findings of __ was that __ Because of this potential limitation, we treat __ The limitations of the present studies naturally include __ Regarding the limitations of __, it could be argued that __ Another limitation of this __ This limitation is apparent in many __ Another limitation in __ involves the issue of __ The main limitation is the lack of __ One limitation is found in this case. One limitation of these methods however is that they __ It presents some limitations such as __ Although widely accepted, it suffers from some limitations due to __ An apparent limitation of the method is __ There are several limitations to this approach. One limitation of our implementation is that it is __ A major source of limitation is due to __ The approach utilised suffers from the limitation that __ The limitations are becoming clear __ It suffers from the same limitations associated with a __
A popular explanation of __ is that __ It is by now generally accepted that __ A popular explanation is that __ As it is not generally agreed that __ These are very small and difficult to observe. It is important to highlight the fact that __ It is notable that __ An important question associated with __ is __ This did not impair the __ This is important because there is __ This implies that __ is associated with __ This is indicative for lack of __ This will not be biased by __ There were also some important differences in __ It is interesting to note that, __ It is unlikely that __ This may alter or improve aspects of __ In contrast, this makes it possible to __ This is particularly important when investigating __ This has been used to successfully account for __ This introduces a possible confound in __ This was included to verify that __
However, we acknowledge that there are considerable discussions among researchers as to __ We speculate that this might be due to __ There are reasons to doubt this explanation of __ It remains unclear to which degree __ are attributed to __ However, __ does seem to improve __ This does seem to depend on __ It is important to note, that the present evidence relies on __ The results show that __ does not seem to impact the __ However, the extent to which it is possible to __ is unknown Alternatively, it could simply mean that __ It is difficult to explain such results within the context of __ It is unclear whether this is a suitable for __ This appears to be a case of __ From this standpoint, __ can be considered as __ To date, __remain unknown Under certain assumptions, this can be construed as __ Because of this potential limitation, we treat __ In addition, several questions remain unanswered. At this stage of understanding, we believe__ Therefore, it remains unclear whether __ This may explain why __
A difference between these __ can only be attributable to __ Nonetheless, we believe that it is well justified to __ This may raise concerns about __ which can be addressed by __ As discussed, this is due to the fact that __ Results demonstrate that this is not necessarily true. These findings support the notion that __ is not influenced by __ This may be the reason why we did not find __ In order to test whether this is equivalent across __, we __ Therefore, __ can be considered to be equivalent for __
In this blog, we discuss phrases related to conclusion section such as summary of results and future work.
This blog explains how to write a research paper and provides writing ideas in the form of academic phrases.
In this blog, we discuss phrases related to literature review such as summary of previous literature, research gap and research questions.
In this blog, we discuss phrases related to thanking colleagues, acknowledging funders and writing the appendix section.
In this blog, we discuss phrases related to the abstract section. An abstract is a self-contained and short synopsis that describes a larger work.
In this blog, we review various academic writing resources such as academic phrasebank, academic wordlists, academic vocabulary training sites.
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Hi, would like to clarify if that is “casual” or “causal”? Thanks!
Hi there, it should read “causal.”
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A well-written academic literature review not only builds upon existing knowledge and publications but also involves critical reflection, comparison, contrast, and identifying research gaps. The following 17 strong academic key phrases can assist you in writing a critical and reflective literature review. Disclosure: This post may contain affiliate links, which means I may earn a
In this blog, we discuss phrases related to literature review such as summary of previous literature, research gap and research questions. The literature review should clearly demonstrate that the author has a good knowledge of the research area. A well-written literature review should provide a critical appraisal of previous studies related to the current research area rather than a simple ...
3. "Previous research has shown" - This phrase is effective for referencing existing studies that are relevant to the research topic. For example, "Previous research has shown a strong correlation between smoking and lung cancer.". 4. "A significant body of literature" - This phrase is used to indicate the volume and depth of ...
When searching the literature for pertinent papers and reviews, the usual rules apply: be thorough, use different keywords and database sources (e.g., DBLP, Google Scholar, ISI Proceedings, JSTOR Search, Medline, Scopus, Web of Science), and. look at who has cited past relevant papers and book chapters.
Sometimes we find it difficult to find the right phrase to start sentences. At such times, a useful strategy is to borrow the phrases of others, known as 'syntactic borrowing' (Kamler & Thomson, 2006; Swales & Feak, 2004). To do this, look at some sentences in various sections of a research journal in your discipline and remove all the ...
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.
literature review and a larger area of study such as a discipline, a scientific endeavor, or a profession. ... When reusing shared language (common phrases within the discipline), you don't need to change the phrasing or use quotation marks. CLAIMING CENTRALITY FOR YOUR RESEARCH
Writing a Literature Review. 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 ...
How to write a superb literature review
Useful phrases for your Literature review Phrases to describe topic trends in your field of study Most research on [X] has focused on …[X] has attracted considerable attention from …
1. Outline and identify the purpose of a literature review. As a first step on how to write a literature review, you must know what the research question or topic is and what shape you want your literature review to take. Ensure you understand the research topic inside out, or else seek clarifications.
at each of these in turn.IntroductionThe first part of any literature review is a way of inviting your read. into the topic and orientating them. A good introduction tells the reader what the review is about - its s. pe—and what you are going to cover. It may also specifically tell you.
Literature reviews summarize, describe, evaluate, and synthesize the work of other authors and researchers while looking for common trends/patterns, themes, inconsistencies, and gaps in this previous research. The main strategy writers of a literature review use is synthesis. SYNTHESIS: the combination of ideas and elements to form a complete ...
Here's the structure of a sample paragraph in your literature review that may help you if you have never written one before (See #9 for an example): 1. Introduce a concept / Make a point about a particular topic of research (topic sentence) +. 2. Supported it with references or previous research results +. 3.
Demonstrate your knowledge of the research topic. Identify the gaps in the literature and show how your research links to these. Provide the foundation for your conceptual framework (if you have one) Inform your own methodology and research design. To achieve this, your literature review needs a well-thought-out structure.
Reporting verbs. A key language feature of a literature review is the use of reporting verbs. These types of verbs describe and report on the literature under review. They report on: aims: investigates, examines, looks at. results: shows, suggests, reveals. opinions: states, believes, argues. The choice of reporting verb (s) indicates your ...
Right from the abstract to the conclusion, every section must follow a logical structure. Using appropriate language, tense, voice, and perspective to present your ideas is very important. As a good practice, researchers prior to writing a manuscript extensively read previously published literature. However, scanning for the right phrases and ...
Useful phrases. The lists below offer general phrases that can be used in many kinds of research papers. For . ... 4.1.2. Literature review/Summary of previous research
This section of Academic Phrasebank lists some of the phrases that writers may use for this purpose. A note on the literature review: It is the purpose of the literature review section of a paper or dissertation to show the reader, in a systematic way, what is already known about the research topic as a whole, and to outline the key ideas and ...
Sample Phrases for the Literature Review _____ has been the subject of … A basic assumption, pertinent to the study of _____ is … A number of hypotheses concerning the nature of _____ has been advanced by various authors. A number of practices currently operative in _____ are designed to …
A literature review explores all sides of the research topic and evaluates all positions and conclusions achieved through the scientific research process even though some conclusions may conflict partially or completely. From the Online Library. Conducting Your Literature Review by Susanne Hempel. ISBN: 9781433830921.
Significance and advantages of your work. Click here for the academic phrases and vocabulary for the introduction section of the research paper…. 3. Literature review. The literature review should clearly demonstrate that the author has a good knowledge of the research area. Literature review typically occupies one or two passages in the ...
In this blog, we discuss phrases related to results and discussion sections such as findings, limitations, arguments, and comparison to previous studies. The results and discussion sections are one of the challenging sections to write. It is important to plan this section carefully as it may contain a large amount of scientific data that needs to be presented in a clear and concise fashion.