University of Cape Town
Writing guide
Literature reviews
Department of Information Systems
1 LITERATURE REVIEW
1.1
WHY HAVE A LITERATURE REVIEW?
It is important to any research to find out as much as possible about what is already known or has been discovered
relevant to your study. For that matter, it is useful to find out what is not known. Having done this, you can attempt
your study with more knowledge and understanding of the field. The word literature implies the papers, articles,
books that others have written to research, study, conceptualise and understand the area related to your study.
Reviewing or bringing together this work assists you in addressing your research problem with more insight. For
example, you may discover studies similar to yours and their approach may suggest ideas, approaches, methods or
sources of data. A literature review can also help you to put your research into perspective. In other words, it helps
you to evaluate your research by comparing it to similar research.
However, the most important outcome of the literature review is to clarify the aim or objectives of your research
by leading to the development of hypotheses, propositions or research questions.
Each element of the literature review will be discussed in more detail below but it is helpful to set out the key steps
to writing a literature review:
Step 1 – Clarify your subject or area of interest
Step 2 – Gain a general overview of your subject
Step 3 – Choose appropriate access tools, develop a search strategy for each tool, and conduct a search
Step 4 – Examine the results of your search and select only the most relevant and credible sources
Step 5 – Narrow and shape your subject into themes, concepts and theories
Step 6 – Revise, refine, and repeat steps 1-5 as needed
1.2
THE KEY ASPECTS OF A LITERATURE REVIEW – THE MARK PLAN
1.2.1 DEPTH OF TREATMENT
It is important in a literature review to identify and use a comprehensive range of relevant ideas, concepts and
themes. The important word here is relevant. The researchers need to identify what is relevant to the topic on hand.
They should constantly ask themselves? Why are we discussing this? What is its relevance?
Some may think that there is a contradiction in the requirement “Dept of Treatment”. On the one hand good
coverage is expected but on the other hand the material should be focused. There is no contradiction. Once the
relevant or significant ideas, concepts, themes and theories are identified, the focus is on these but comprehensive
coverage on each of these is required. In other words, the researchers need to identify the significant theories or
research in the field and ensure that the relevant ones are covered in depth. (Note that coverage is awarded a mark
of 15 in the mark plan and focus is awarded a mark of 5).
1.2.2 ANALYTICAL HANDING
The review should not be literature driven but an analysis of current thinking on the chosen topic. Analytical
handling focuses on showing how the current thinking forms a whole. A literature review is thus NOT simply a
compilation of separate reports. The literature identifies themes, concepts and theories (theme – unifying idea,
concept – idea expressed as a symbol or in words, theory -a well-substantiated explanation of a phenomenon). A
literature review should thus be theme, concept or theory centric and not author centric.
For example, – e.g. a theme such as user reactions, a type of technology, an SDLC phase is described giving the
views and findings of author A, Author B, etc. and not a series of discussions of each author in turn – e.g. Author
A says, Author B says.
An easy way to conceptualise this is to use a table as follows – as you read an article link it to one or more
concepts.
ARTICLE
Theme, concept, theory Theme, concept, theory Theme, concept, theory
X
Y
Z
Author A (2000)


Author B (2001)


Author C (2004)


Author D (2005)


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As you work, remember the following:
 When taking notes it is important that you use your own words and phrases to summarize and paraphrase what
you read. (Remember to avoid plagiarism!)
 If you will be quoting, record that quote with quotation marks so you do not forget
 Record the sources as you work, it can be frustrating to lose a source and be unable to use the reference
 Organise your work with cards or on the computer, e.g. using headings
When complete, synthesize the literature by discussing each theme, concept or theory in turn. Each of these should
have an internal logic. For this reason, isolated ideas should be avoided. It is also important to avoid introducing
personal ideas or opinions. The review is of the literature and not of the authors’ ideas.
1.2.3 REFERENCING
It is important for a good literature review to draw on a full range of appropriate and recent sources. By appropriate
is meant two things. The first is the sources should be those in which the leading researchers in the field tend to
publish. One way to find these is to conduct a careful search in the sources available in the library, such as
databases, for recent refereed papers in your field. Then examine their reference lists to see which journals and
authors they frequently reference. Another way is to ask your mentor for guidance on who are leading authors in
the field or on which papers you should seek out.
The second meaning of appropriate is the nature of the source. Generally speaking, articles in refereed journals are
considered the best source. These are followed by books and non-refereed articles in respected journals and white
papers (one has to be careful with white papers, especially on the web). Finally, one can use the web or the popular
press with discretion but be guided by your mentor. Also of importance is the date of publication. Unless you are
referring to a well recognised theory, your publications should be as recent as possible. In a fast moving field such
as IS, publications that are five or ten years old may be obsolete.
Your citation should follow the referencing guide and every reference cited in the review should be listed in the
bibliography in the appropriate manner. Your marker will check this.
1.2.4 STRUCTURE
In the literature review prior research and knowledge relevant to the chosen topic is brought together in a
structured way. The term ‘in a structured way’ is important as the review should not be a historical description
study by study. In other words, it should not be a compilation of separate reports. The purpose should be to
organise the key ideas, themes and theories of the literature in a clear and coherent way. If the review is to be read
as a separate report, the introduction to the review should set out the purpose and scope of the research so that the
review has a context. Once it is bound into a research report or dissertation, the purpose and scope will be
discussed in the overall introduction to the report.
A literature review can be enhanced by summarising the key ideas, themes or theories at the end of the review.
Note that this is a summary and not a conclusion or conclusions. The idea is to summarise the state of the theory in
the field and answer questions such as whether there are any gaps or contradictions. More importantly, the
summary should show if there is support for your proposed research questions, propositions or hypotheses.
Therefore, the summary will be the link to the next chapter in the report or dissertation which will introduce
hypotheses, propositions or research questions.
The introduction, the overall structure and the final summary should have a logical flow and should result in the
identification of clear and logical areas for research. In other words, there should be a clear and logical thread
through the review. A literature review is good when it helps the reader make sense of the literature, when it
explains the relationships among the key concepts and why these relationships exist, and when it presents specific,
testable hypotheses.
1.2.5 STYLE
Clear writing is essential in a literature review. This is not easy. The material has been gathered from a variety of
sources and written in a variety of styles. Presenting the review in a consistent clear style requires writing and rewriting. Often long sentences can be made clearer by breaking them up into two or more sentences. Good
academic writing does not require long, difficult sentences. On the other hand, avoid the excessive use of bullet
points and lists. Bullet points and lists can be the result of lazy writing and these should only be used where they
are clearly appropriate.
What also makes for clear writing is to avoid saying too much or repeating material in a slightly different form. If
you do not have enough to say on a topic, it does not help to indulge in padding. Few reviewers or markers will not
spot this.
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Another writing approach to watch for is the excessive use of quotations. Quotations used with discretion can
enhance a discussion but a review peppered with quotations, page after page, indicates that the writers did not take
time to summarise and paraphrase.
Good writing links one section to another with a linking sentence or paragraph. New writers often write in a
staccato way with a series of ideas or statements which are not linked to each other. This style is difficult to read as
the reader has to work out where the ‘story’ is going.
The excessive use of the referencing form: –X (2005) states (points out, argues, contends …) or According to X
(2005) can be quite tiring to the reader. Placing a reference after a sentence implies “according to” and is often far
easier to read.
Finally, academic writing avoids the use of jargon or a superficial style of writing such as is used in the popular
press. It is fine for newspapers and magazines to use hyperbole or a chatty style but it jars in an academic work. It
is best to avoid the use of ‘we’ and ‘our’ or ‘I’ and ‘my’. Definitely to be avoided is the use of ‘you’ and ‘your’.
1.2.6 CORRECTNESS AND QUALITY OF LAYOUT
It goes without saying that there should be no errors in spelling and grammar. You will be penalised if it is obvious
that a spell and grammar check was not conducted. In addition, take care with words such as ‘their’ and ‘there’. A
spell check will not pick these up.
Marks are awarded for the use of headings. They should be clear and appropriate. Numbering of headings can be
used if you consider it appropriate. Sometimes it can help to follow the structure if the main heading is numbered
say 1 and the sub-headings 1.1, 1.2, etc. However, please avoid too many levels. It can be disconcerting to see
1.1.1.2 for example. This also indicates a possible poor structure. Coupled with the marks for the headings are
marks for the cover and the plagiarism statement.
Finally, although a few marks are awarded for the printing, binding and paper used (under general), it can create a
good impression to take a little care with this aspect.
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2 LITERATURE REVIEW MARKING FORM
Literature review Marking Form
2007
UNIVERSITY OF CAPE TOWN
DEPARTMENT OF INFORMATION SYSTEMS
EVALUATION FORM – LITERATURE REVIEW
TITLE:
STUDENT(S
MARKER………………………………DATE: ……………TOTAL MARK: .
%

CONTENT
SCORE
/20
DEPTH OF TREATMENT
Coverage of subject
0
3
6
9
12
15
Focus of topic
0
1
2
3
4
5
/15
ANALYTICAL HANDLING
Objectivity
0
1
2
3
4
5
Integration of material
0
1
2
3
4
5
Argument/logic
0
1
2
3
4
5
/15
REFERENCING
Readings – Quality, extent
0
1
2
3
4
5
Citation of sources
0
1
2
3
4
5
Bibliographical standards
(listing)
0
1
2
3
4
5
Contents
0
1
2
3
4
5
Introduction and summary
0
1
2
3
4
5
Logical development
0
1
2
3
4
5
Research ideas identified
0
1
2
4
4
5
Clarity of expression
0
1
2
3
4
5
Flow of ideas
0
1
2
3
4
5
0
1
2
3
4
5
/20
STRUCTURE
/20
STYLE
Conciseness
Maturity of treatment
/5
CORRECTNESS
Spelling/grammar
0
1
2
3
4
5
/5
QUALITY OF LAYOUT
Headings, cover, general
0
1
2
TOTAL
3
4
5
/100
Comments
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