Proposal: Cyber Sex Crimes against Children Assignment Instructions:? This assignment serves as a?building block?for your final thesis proposal. For this literature review, you need to

Writing A Literature Review and Using a Synthesis Matrix

My professor says I have to write a literature review, what do I do?

Well, to begin, you have to know that when writing a literature review, the goal of the researcher is to determine the current

state of knowledge about a particular topic by asking, “What do we know or not know about this issue?” In conducting this type of

research, it is imperative to examine several different sources to determine where the knowledge overlaps and where it falls short. A

literature review requires a synthesis of different subtopics to come to a greater understanding of the state of knowledge on a larger

issue. It works very much like a jigsaw puzzle. The individual pieces (arguments) must be put together in order to reveal the whole

(state of knowledge).

So basically I just read the articles and summarize each one separately? No, a literature review is not a summary. Rather than merely presenting a summary of each source, a literature review should

be organized according to each subtopic discussed about the larger topic. For example, one section of a literature review might read

“Researcher A suggests that X is true. Researcher B also argues that X is true, but points out that the effects of X may be different

from those suggested by Researcher A.” It is clear that subtopic X is the main idea covered in these sentences. Researchers A and B

agree that X is true, but they disagree on X’s effects. There is both agreement and disagreement, but what links the two arguments is

the fact that they both concern X.

This sounds like a lot of information, how can I keep it organized?

Because a literature review is NOT a summary of these different sources, it can be very difficult to keep your research

organized. It is especially difficult to organize the information in a way that makes the writing process simpler. One way that seems

particularly helpful in organizing literature reviews is the synthesis matrix. The synthesis matrix is a chart that allows a researcher to

sort and categorize the different arguments presented on an issue. Across the top of the chart are the spaces to record sources, and

along the side of the chart are the spaces to record the main points of argument on the topic at hand. As you examine your first source,

you will work vertically in the column belonging to that source, recording as much information as possible about each significant idea

presented in the work. Follow a similar pattern for your following sources. As you find information that relates to your already

identified main points, put it in the pertaining row. In your new sources, you will also probably find new main ideas that you need to

add to your list at the left. You now have a completed matrix!

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As you write your review, you will work horizontally in the row belonging to each point discussed. As you combine the

information presented in each row, you will begin to see each section of your paper taking shape. Remember, some of the sources

may not cover all of the main ideas listed on the left, but that can be useful also. The gaps on your chart could provide clues about the

gaps in the current state of knowledge on your topic.

CREATING YOUR SYNTHESIS MATRIX

It is probably best to begin your chart by labeling the columns both horizontally and vertically. The sample chart below

illustrates how to do this.

Topic: ______________________________________

Source #1 Source #2 Source #3 Source #4

Main Idea

A

Main Idea

B

Label the columns across the top of your chart with the author’s last name or with a few keywords from the title of the work. Then

label the sides of the chart with the main ideas that your sources discuss about your topic. As you read each source, make notes in the

appropriate column about the information discussed in the work, as shown in the following chart.

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Topic: Women in WWII

Cornelsen Stewart Bruley Scott

Alteration of

women’s

roles

because of

WWII

– Women accredited the

WASP program for opening

new doors, challenging

stereotypes, and proving that

women were as capable as

men (p. 113)

– Women could compete with

men as equals in the sky

because of their exemplary

performance (p. 116)

– WASP created opportunities

for women that had never

previously existed (p. 112)

– Women’s success at flying

aircrafts “marked a pivotal

step towards breaking the

existing gender barrier” (p.

112)

– WAAC (Women’s Army

Auxiliary Corp) was 1 st

chance for women to serve in

army, given full army status in

1943 as WAC (p. 28)

– Needs of the war were so

great that women’s traditional

social roles were ignored (p.

30)

– Military women paid well

for the time period and given

benefits if they became

pregnant (p. 32)

– The 1940’s brought more

opportunities to women than

ever before (p. 26)

-Women given equal

opportunities (p. 223)

– Women joined workforce as

a break from the ordinary to

help the war (p. 220)

– Unconscious decision to

cross into male-dominated

roles (p. 221)

– Seized these new

opportunities to bring about

change (p. 230)

– Women born in the 1920’s

found new doors open to them

where they once would have

encountered brick walls (p.

526)

-Even women not directly

involved in the war were

changing mentally by being

challenged to expand their

horizons because of the

changing world around them

(p. 562)

– War also brought intellectual

expansion to many people (p.

557)

Hardships

and

oppositions

women

faced

– “From the outset male pilots

resented women’s presence in

a traditionally male military

setting” (p. 1113-4)

– “The WASP were routinely

assigned inferior planes that

were later found to have been

improperly maintained” (p.

114)

– discrimination against

WASP at every level of

military service, women were

only paid 2/3 of what men

were for doing identical tasks

(p. 114)

– Women in the military given

extensive physical and mental

tests, but still discriminated

against, ridiculed, and

considered inferior to men (p.

29)

– Women given unskilled

labor positions by government

because only seen as

temporary workers, therefore

no reason to train them (p.

221-2)

– Women given less

significant work and viewed

as less intelligent and

physically able (p. 224)

-“The Church-Bliss diary

reveals how dilution

arrangements…ensured that

women working in male

preserves were prevented

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Cornelsen Stewart Bruley Scott

– “In the belief that women

were emotionally and

physically fragile, the military

questioned women’s

capabilities to fly an aircraft”

(p. 114-5), regardless of their

training or aptitude

– WASP’s not granted veteran

status until 1979 (p. 115)

from achieving any sort of

equality” (p. 230)

– more traditionally male jobs

resisted the integration of

women workers, while other

industries were less

resistant… but in most all

cases women were considered

temporary workers (p. 221)

– Equal pay rarely given to

women, even though women

did the same work (p. 221)

– Women occasionally found

their way to positions of

importance, but were always

treated as inferior (p. 226-8)

– After the war, women were

the first to be let go because

of their temporary status (p.

230)

– Women in the workforce

also faced discrimination from

labor unions (p. 226)

Opposition:

WWII did

NOT effect

women

– Women put in untraditional

roles during/because of the

war, but back to previous

subservient roles after the war

(p. 35)

– Women were not affected

because they still remained in

subordinate positions after the

war (p. 217)

After your chart is complete, notice patterns of information. You may find that your sources, at times, discuss very similar

material, or that they sometimes deal with completely different aspects of your topic. These patterns can be useful in creating a thesis

statement that can guide your writing and keep you focused as you begin your draft.

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WRITING YOUR REVIEW

Here is an example from the literature review: “World War Two and its Effect on Women.” This excerpt synthesizes

information without summarizing.

While the articles used in this research agree that women made many advances during the Word War II period, it is crucial to

realize that not all these changes were welcomed. In most cases women faced discrimination from just about everyone around

them. Women in the workplace were often placed in positions of inferiority or treated as being less physically able to do the

same work the men did. Many women were often not trained because they were viewed as temporary employees who were

only there for the duration of the war (Bruley, 2003, pp.221-222). Women were very rarely given equal pay as men, even

though some of them did the same work. Women in the military faced not only mental abuse but also physical harm from their

male counterparts. According to Cornelsen (2005), there were many instances where female aviators were injured or killed due

to being made to fly ill-maintained aircrafts or aircrafts that had been sabotaged. (p.114)

The sample above is an excellent example of how to synthesize information adequately. Notice how when transitioning from

Bruley to Cornelsen the writer notes not only that the two articles are similar, but also how they are similar. The writer goes into detail

about Bruley’s discussion of women in industry facing discrimination while noting that Stewart deals with prejudice in the military.

The author also transitions well between the Bruley article and the Cornelsen article; rather than summarizing, the author draws

comparisons between the two articles, giving relevant information and at the same time synthesizing the two works.

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This document was created by NC State University Writing and Speaking Tutorial Service Tutors during Fall 2006. Contributors were Laura

Ingram, James Hussey, Michelle Tigani, and Mary Hemmelgarn. Special thanks to Stephanie Huneycutt for providing the sample matrix and

paragraph. http://www.ncsu.edu/tutorial_center/writespeak