The review task will be taken forward and developed by the participant?s engagement with questions exemplified in the following list:

What are the origins and competing definitions of this topic? What are the major issues and debates?
What are the main questions and approaches within these debates that have already been researched?
How does a particular study/paper/report relate to my research questions?
What are its key theoretical and conceptual ideas?
How has the literature reviewed increased knowledge and understanding of the topic?
What are the main sources that support the line of argument?
What are the main sources that question the line of argument?
Are there any areas that have not been previously explored in the literature?

Tutorials, seminars and supervisory meetings.

Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. London: Sage.
Hyland, K. (1999). Disciplinary discourses: Writer stance in research articles. In C. Candlin & K. Hyland (eds) Writing: Texts, processes and practices. London: Longman.
Madsen, D. (1992). Successful dissertations and theses: A guide to graduate student research from proposal to completion. San Francisco: Jossey-Bass.
Phillips, E., Pugh, D. (1996). How to get a Ph.D: A handbook for students and their supervisors. Buckingham: Open University Press.

Course handbook with bibliographical guidance
Library electronic access with guidance and bibliographical search guidance

This assignment will develop exploratory, critical and evaluative skills, used to create a comprehensive and critical account of existing research and relevant theory related to the topic of the planned thesis; the review should also provide and support the chosen rationale for the planned research with extensive reference to appropriate research literature.