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• How to Write a Literature Review | Guide, Examples, & Templates

How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates, and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

What is the purpose of a literature review, 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, free lecture slides, other interesting articles, frequently asked questions, introduction.

• Quick Run-through
• Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and its scholarly context
• Develop a theoretical framework and methodology for your research
• Position your work in relation to other researchers and theorists
• Show how your research addresses a gap or contributes to a debate
• Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

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See an example

Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models, and methods?
• Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

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To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

• Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically evaluate: mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarize yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

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How to Conclude a Literature Review

By Laura Brown on 6th March 2019

The conclusion of the dissertation literature review focuses on a few critical points,

• Highlight the essential parts of the existing body of literature in a concise way.
• Next, you should analyse the current state of the reviewed literature .
• Explain the research gap for your chosen topic/existing knowledge.
• Now, outline the areas for future study by mentioning main agreements and disagreements in the literature.
• Finally, link the research to existing knowledge .

Now, any of you who have been into research would agree that literature review is a very exhausting process and may stress you during your academic career. It is tougher because it requires you to be organised. We have seen many students asking does a literature review need a conclusion.

Well, the answer is simple, a good literature review will always have a proper ending. But there is nothing to worry about how to write a conclusion for a literature review. Here is a complete guide for you in “four” simple yet convenient steps. These steps can really be valuable in providing an excellent presentation to your literature review help . Furthermore, you can ask us for literature review conclusion examples anytime using our live chat or email option.

Now, without further ado, let’s move towards the steps.

How To Write A Literature Review Conclusion

Get Expert Assistance For Literature Review

Here are four major steps which can help you with how to conclude a literature review with ease.

1. Enlist Key Points

The conclusion can also be said as judgement because it gives a clear view of your work, whether you achieved your targeted objectives or not. Typically, it is not too difficult to conclude a review, but it can be challenging as well if not carried out properly.

It is crucial to find key features which should be engaging and useful as well for a reader. So at first, draft or enlist key factors before moving forward towards initialising your summary.

2. Summarise The Key Features Briefly

This is a most sensitive and important step of a dissertation literature review conclusion, where you should stick to the following things to get the job done efficiently.

• Once you are done drafting the important points , here you should mention them briefly.
• You can also take the liberty to agree or disagree with whatever literature you have gone through.
• Make sure you don’t drag your arguments while counter-arguing. Keeping your points specific is key.
• Describe, in one to two lines, how you addressed the previously identified gap .
• It is also important to point out the lapses you have noticed in previous authors’ work. Those lapses could be a misquotation of figures, a wrong pattern of research and so on.
• Alongside this, discuss existing theories and methods to build a framework for your research.

3. Educational Implications Of The Reviewed Literature

After mentioning the key factors, it is suggested to put implications to the already reviewed research. Like, as identifying problems in the already done research and giving recommendations on how these problems can be resolved.

Need Help in Writing Your Literature Review?

4. Indicating Room For Future Research

After completing the whole analysis of the particular research, you will be capable of identifying the work which can be done in future. You can also leave some gaps for future researchers so others can extend your work. This will be the final step, and this is how to end a literature review.

Tips That Can Enlighten Your Conclusion

We hope that things are very clear to you on how to write a conclusion for a literature review. If you want it to be even better and more meaningful, then you should keep the below points in mind.

• It should not be burdened with an unnecessary chain of details.
• It should be as precise and easy to understand as possible.
• You should mention important key points and findings .
• Make sure to put all points in a flow so the reader can understand your research in one go.
• Do not add anything from your own.

“Simply put, touch the prominent factors and leave them unexplained here”.

Get Help to Conclude Your Literature Review

If you are able to keep your focus around these steps and mentioned points, believe us, you will never ask anyone how to conclude literature review.

Looking At Literature Review Conclusion Example

Below are three examples which will help you understand how to conclude a literature review.

1. Firstly, you should summarise the important aspects and evaluate the current state of the existing literature.

Overall, the findings from this literature review highlight the need for further research to address the gaps in knowledge on the effectiveness of mindfulness-based interventions for reducing symptoms of anxiety and depression in college students.

2. Now, along with mentioning the gaps, come up with your approach to future study.

Therefore, to address this gap in the literature, we incorporated larger and more diverse samples, used standardised measures of mindfulness and mental health outcomes, and included longer follow-up periods to assess the long-term effects of mindfulness-based interventions on anxiety and depression.

3. Now summarise on how your findings will contribute to the particular field by linking it to the existing knowledge.

The findings from the study will provide important insights for researchers, clinicians, and educators interested in developing and implementing effective interventions to promote mental health and well-being among college students, and highlight the need for further research to establish the effectiveness of mindfulness-based interventions in this population.

We hope that these examples will bring in more clarification and you can have a better idea about the literature review conclusion.

What basically is a literature review?

What are the 3 primary parts of a literature review, what are the goals of writing a literature review.

There are four primary objectives of writing a literature review:

1. Determining the background from the previous scholarly literature related to the topic.

2. Identifying the gaps between literature to boost further research.

3. Analysing if the theory is applicable and associating a suitable methodology.

Why is a literature review conclusion necessary?

• https://azhin.org/cummings/basiclitreview/conclusions
• https://www.citewrite.qut.edu.au/write/writing-well/litreview.html
• https://psychology.ucsd.edu/undergraduate-program/undergraduate-resources/academic-writing-resources/writing-research-papers/writing-lit-review.html
• https://students.unimelb.edu.au/academic-skills/resources/report-writing/reviewing-the-literature

Laura Brown, a senior content writer who writes actionable blogs at Crowd Writer.

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How To Write A Literature Review - A Complete Guide

Table of Contents

A literature review is much more than just another section in your research paper. It forms the very foundation of your research. It is a formal piece of writing where you analyze the existing theoretical framework, principles, and assumptions and use that as a base to shape your approach to the research question.

Curating and drafting a solid literature review section not only lends more credibility to your research paper but also makes your research tighter and better focused. But, writing literature reviews is a difficult task. It requires extensive reading, plus you have to consider market trends and technological and political changes, which tend to change in the blink of an eye.

Now streamline your literature review process with the help of SciSpace Copilot. With this AI research assistant, you can efficiently synthesize and analyze a vast amount of information, identify key themes and trends, and uncover gaps in the existing research. Get real-time explanations, summaries, and answers to your questions for the paper you're reviewing, making navigating and understanding the complex literature landscape easier.

In this comprehensive guide, we will explore everything from the definition of a literature review, its appropriate length, various types of literature reviews, and how to write one.

What is a literature review?

A literature review is a collation of survey, research, critical evaluation, and assessment of the existing literature in a preferred domain.

Eminent researcher and academic Arlene Fink, in her book Conducting Research Literature Reviews , defines it as the following:

“A literature review surveys books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated.

Literature reviews are designed to provide an overview of sources you have explored while researching a particular topic, and to demonstrate to your readers how your research fits within a larger field of study.”

Simply put, a literature review can be defined as a critical discussion of relevant pre-existing research around your research question and carving out a definitive place for your study in the existing body of knowledge. Literature reviews can be presented in multiple ways: a section of an article, the whole research paper itself, or a chapter of your thesis.

A literature review does function as a summary of sources, but it also allows you to analyze further, interpret, and examine the stated theories, methods, viewpoints, and, of course, the gaps in the existing content.

As an author, you can discuss and interpret the research question and its various aspects and debate your adopted methods to support the claim.

What is the purpose of a literature review?

A literature review is meant to help your readers understand the relevance of your research question and where it fits within the existing body of knowledge. As a researcher, you should use it to set the context, build your argument, and establish the need for your study.

What is the importance of a literature review?

The literature review is a critical part of research papers because it helps you:

• Gain an in-depth understanding of your research question and the surrounding area
• Convey that you have a thorough understanding of your research area and are up-to-date with the latest changes and advancements
• Establish how your research is connected or builds on the existing body of knowledge and how it could contribute to further research
• Elaborate on the validity and suitability of your theoretical framework and research methodology
• Identify and highlight gaps and shortcomings in the existing body of knowledge and how things need to change
• Convey to readers how your study is different or how it contributes to the research area

How long should a literature review be?

Ideally, the literature review should take up 15%-40% of the total length of your manuscript. So, if you have a 10,000-word research paper, the minimum word count could be 1500.

Your literature review format depends heavily on the kind of manuscript you are writing — an entire chapter in case of doctoral theses, a part of the introductory section in a research article, to a full-fledged review article that examines the previously published research on a topic.

Another determining factor is the type of research you are doing. The literature review section tends to be longer for secondary research projects than primary research projects.

What are the different types of literature reviews?

All literature reviews are not the same. There are a variety of possible approaches that you can take. It all depends on the type of research you are pursuing.

Here are the different types of literature reviews:

Argumentative review

It is called an argumentative review when you carefully present literature that only supports or counters a specific argument or premise to establish a viewpoint.

Integrative review

It is a type of literature review focused on building a comprehensive understanding of a topic by combining available theoretical frameworks and empirical evidence.

Methodological review

This approach delves into the ''how'' and the ''what" of the research question —  you cannot look at the outcome in isolation; you should also review the methodology used.

Systematic review

This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research and collect, report, and analyze data from the studies included in the review.

Meta-analysis review

Meta-analysis uses statistical methods to summarize the results of independent studies. By combining information from all relevant studies, meta-analysis can provide more precise estimates of the effects than those derived from the individual studies included within a review.

Historical review

Historical literature reviews focus on examining research throughout a period, often starting with the first time an issue, concept, theory, or phenomenon emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and identify future research's likely directions.

Theoretical Review

This form aims to examine the corpus of theory accumulated regarding an issue, concept, theory, and phenomenon. The theoretical literature review helps to establish what theories exist, the relationships between them, the degree the existing approaches have been investigated, and to develop new hypotheses to be tested.

Scoping Review

The Scoping Review is often used at the beginning of an article, dissertation, or research proposal. It is conducted before the research to highlight gaps in the existing body of knowledge and explains why the project should be greenlit.

State-of-the-Art Review

The State-of-the-Art review is conducted periodically, focusing on the most recent research. It describes what is currently known, understood, or agreed upon regarding the research topic and highlights where there are still disagreements.

Can you use the first person in a literature review?

When writing literature reviews, you should avoid the usage of first-person pronouns. It means that instead of "I argue that" or "we argue that," the appropriate expression would be "this research paper argues that."

Do you need an abstract for a literature review?

Ideally, yes. It is always good to have a condensed summary that is self-contained and independent of the rest of your review. As for how to draft one, you can follow the same fundamental idea when preparing an abstract for a literature review. It should also include:

• The research topic and your motivation behind selecting it
• A one-sentence thesis statement
• An explanation of the kinds of literature featured in the review
• Summary of what you've learned
• Conclusions you drew from the literature you reviewed
• Potential implications and future scope for research

Here's an example of the abstract of a literature review

Is a literature review written in the past tense?

Yes, the literature review should ideally be written in the past tense. You should not use the present or future tense when writing one. The exceptions are when you have statements describing events that happened earlier than the literature you are reviewing or events that are currently occurring; then, you can use the past perfect or present perfect tenses.

How many sources for a literature review?

There are multiple approaches to deciding how many sources to include in a literature review section. The first approach would be to look level you are at as a researcher. For instance, a doctoral thesis might need 60+ sources. In contrast, you might only need to refer to 5-15 sources at the undergraduate level.

The second approach is based on the kind of literature review you are doing — whether it is merely a chapter of your paper or if it is a self-contained paper in itself. When it is just a chapter, sources should equal the total number of pages in your article's body. In the second scenario, you need at least three times as many sources as there are pages in your work.

Quick tips on how to write a literature review

To know how to write a literature review, you must clearly understand its impact and role in establishing your work as substantive research material.

You need to follow the below-mentioned steps, to write a literature review:

• Outline the purpose behind the literature review
• Search relevant literature
• Examine and assess the relevant resources
• Discover connections by drawing deep insights from the resources
• Structure planning to write a good literature review

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. You must be able to the answer below questions before you start:

• How many sources do I need to include?
• What kind of sources should I analyze?
• How much should I critically evaluate each source?
• Should I summarize, synthesize or offer a critique of the sources?
• Do I need to include any background information or definitions?

Additionally, you should know that the narrower your research topic is, the swifter it will be for you to restrict the number of sources to be analyzed.

2. Search relevant literature

Dig deeper into search engines to discover what has already been published around your chosen topic. Make sure you thoroughly go through appropriate reference sources like books, reports, journal articles, government docs, and web-based resources.

You must prepare a list of keywords and their different variations. You can start your search from any library’s catalog, provided you are an active member of that institution. The exact keywords can be extended to widen your research over other databases and academic search engines like:

• Google Scholar
• Microsoft Academic
• Science.gov

Besides, it is not advisable to go through every resource word by word. Alternatively, what you can do is you can start by reading the abstract and then decide whether that source is relevant to your research or not.

Additionally, you must spend surplus time assessing the quality and relevance of resources. It would help if you tried preparing a list of citations to ensure that there lies no repetition of authors, publications, or articles in the literature review.

3. Examine and assess the sources

It is nearly impossible for you to go through every detail in the research article. So rather than trying to fetch every detail, you have to analyze and decide which research sources resemble closest and appear relevant to your chosen domain.

While analyzing the sources, you should look to find out answers to questions like:

• What question or problem has the author been describing and debating?
• What is the definition of critical aspects?
• How well the theories, approach, and methodology have been explained?
• Whether the research theory used some conventional or new innovative approach?
• How relevant are the key findings of the work?
• In what ways does it relate to other sources on the same topic?
• What challenges does this research paper pose to the existing theory
• What are the possible contributions or benefits it adds to the subject domain?

Be always mindful that you refer only to credible and authentic resources. It would be best if you always take references from different publications to validate your theory.

Always keep track of important information or data you can present in your literature review right from the beginning. It will help steer your path from any threats of plagiarism and also make it easier to curate an annotated bibliography or reference section.

4. Discover connections

At this stage, you must start deciding on the argument and structure of your literature review. To accomplish this, you must discover and identify the relations and connections between various resources while drafting your abstract.

A few aspects that you should be aware of while writing a literature review include:

• Rise to prominence: Theories and methods that have gained reputation and supporters over time.
• Constant scrutiny: Concepts or theories that repeatedly went under examination.
• Contradictions and conflicts: Theories, both the supporting and the contradictory ones, for the research topic.
• Knowledge gaps: What exactly does it fail to address, and how to bridge them with further research?
• Influential resources: Significant research projects available that have been upheld as milestones or perhaps, something that can modify the current trends

Once you join the dots between various past research works, it will be easier for you to draw a conclusion and identify your contribution to the existing knowledge base.

5. Structure planning to write a good literature review

There exist different ways towards planning and executing the structure of a literature review. The format of a literature review varies and depends upon the length of the research.

Like any other research paper, the literature review format must contain three sections: introduction, body, and conclusion. The goals and objectives of the research question determine what goes inside these three sections.

Nevertheless, a good literature review can be structured according to the chronological, thematic, methodological, or theoretical framework approach.

Literature review samples

1. Standalone

2. As a section of a research paper

How SciSpace Discover makes literature review a breeze?

SciSpace Discover is a one-stop solution to do an effective literature search and get barrier-free access to scientific knowledge. It is an excellent repository where you can find millions of only peer-reviewed articles and full-text PDF files. Here’s more on how you can use it:

Find the right information

Find what you want quickly and easily with comprehensive search filters that let you narrow down papers according to PDF availability, year of publishing, document type, and affiliated institution. Moreover, you can sort the results based on the publishing date, citation count, and relevance.

Assess credibility of papers quickly

When doing the literature review, it is critical to establish the quality of your sources. They form the foundation of your research. SciSpace Discover helps you assess the quality of a source by providing an overview of its references, citations, and performance metrics.

Get the complete picture in no time

SciSpace Discover’s personalized suggestion engine helps you stay on course and get the complete picture of the topic from one place. Every time you visit an article page, it provides you links to related papers. Besides that, it helps you understand what’s trending, who are the top authors, and who are the leading publishers on a topic.

Make referring sources super easy

To ensure you don't lose track of your sources, you must start noting down your references when doing the literature review. SciSpace Discover makes this step effortless. Click the 'cite' button on an article page, and you will receive preloaded citation text in multiple styles — all you've to do is copy-paste it into your manuscript.

Final tips on how to write a literature review

A massive chunk of time and effort is required to write a good literature review. But, if you go about it systematically, you'll be able to save a ton of time and build a solid foundation for your research.

We hope this guide has helped you answer several key questions you have about writing literature reviews.

Would you like to explore SciSpace Discover and kick off your literature search right away? You can get started here .

Frequently Asked Questions (FAQs)

1. how to start a literature review.

• What questions do you want to answer?

• What sources do you need to answer these questions?

• What information do these sources contain?

• How can you use this information to answer your questions?

2. What to include in a literature review?

• A brief background of the problem or issue

• What has previously been done to address the problem or issue

• A description of what you will do in your project

• How this study will contribute to research on the subject

3. Why literature review is important?

The literature review is an important part of any research project because it allows the writer to look at previous studies on a topic and determine existing gaps in the literature, as well as what has already been done. It will also help them to choose the most appropriate method for their own study.

4. How to cite a literature review in APA format?

To cite a literature review in APA style, you need to provide the author's name, the title of the article, and the year of publication. For example: Patel, A. B., & Stokes, G. S. (2012). The relationship between personality and intelligence: A meta-analysis of longitudinal research. Personality and Individual Differences, 53(1), 16-21

5. What are the components of a literature review?

• A brief introduction to the topic, including its background and context. The introduction should also include a rationale for why the study is being conducted and what it will accomplish.

• A description of the methodologies used in the study. This can include information about data collection methods, sample size, and statistical analyses.

• A presentation of the findings in an organized format that helps readers follow along with the author's conclusions.

6. What are common errors in writing literature review?

• Not spending enough time to critically evaluate the relevance of resources, observations and conclusions.

• Totally relying on secondary data while ignoring primary data.

• Letting your personal bias seep into your interpretation of existing literature.

• No detailed explanation of the procedure to discover and identify an appropriate literature review.

7. What are the 5 C's of writing literature review?

• Cite - the sources you utilized and referenced in your research.

• Compare - existing arguments, hypotheses, methodologies, and conclusions found in the knowledge base.

• Contrast - the arguments, topics, methodologies, approaches, and disputes that may be found in the literature.

• Critique - the literature and describe the ideas and opinions you find more convincing and why.

• Connect - the various studies you reviewed in your research.

8. How many sources should a literature review have?

When it is just a chapter, sources should equal the total number of pages in your article's body. if it is a self-contained paper in itself, you need at least three times as many sources as there are pages in your work.

9. Can literature review have diagrams?

• To represent an abstract idea or concept

• To explain the steps of a process or procedure

• To help readers understand the relationships between different concepts

10. How old should sources be in a literature review?

Sources for a literature review should be as current as possible or not older than ten years. The only exception to this rule is if you are reviewing a historical topic and need to use older sources.

11. What are the types of literature review?

• Argumentative review

• Integrative review

• Methodological review

• Systematic review

• Meta-analysis review

• Historical review

• Theoretical review

• Scoping review

• State-of-the-Art review

12. Is a literature review mandatory?

Yes. Literature review is a mandatory part of any research project. It is a critical step in the process that allows you to establish the scope of your research, and provide a background for the rest of your work.

But before you go,

• Six Online Tools for Easy Literature Review
• Evaluating literature review: systematic vs. scoping reviews
• Systematic Approaches to a Successful Literature Review
• Writing Integrative Literature Reviews: Guidelines and Examples

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• UConn Library
• Literature Review: The What, Why and How-to Guide
• Introduction

Literature Review: The What, Why and How-to Guide — Introduction

• Getting Started
• How to Pick a Topic
• Strategies to Find Sources
• Evaluating Sources & Lit. Reviews
• Tips for Writing Literature Reviews
• Writing Literature Review: Useful Sites
• Citation Resources
• Other Academic Writings

What are Literature Reviews?

So, what is a literature review? "A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries." Taylor, D.  The literature review: A few tips on conducting it . University of Toronto Health Sciences Writing Centre.

Goals of Literature Reviews

What are the goals of creating a Literature Review?  A literature could be written to accomplish different aims:

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 

Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews .  Review of General Psychology , 1 (3), 311-320.

What kinds of sources require a Literature Review?

• A research paper assigned in a course
• A thesis or dissertation
• A grant proposal
• An article intended for publication in a journal

All these instances require you to collect what has been written about your research topic so that you can demonstrate how your own research sheds new light on the topic.

Types of Literature Reviews

What kinds of literature reviews are written?

Narrative review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified. The review ends with a conclusion section which summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.

• Example : Predictors and Outcomes of U.S. Quality Maternity Leave: A Review and Conceptual Framework:  10.1177/08948453211037398  

Systematic review : "The authors of a systematic review use a specific procedure to search the research literature, select the studies to include in their review, and critically evaluate the studies they find." (p. 139). Nelson, L. K. (2013). Research in Communication Sciences and Disorders . Plural Publishing.

• Example : The effect of leave policies on increasing fertility: a systematic review:  10.1057/s41599-022-01270-w

Meta-analysis : "Meta-analysis is a method of reviewing research findings in a quantitative fashion by transforming the data from individual studies into what is called an effect size and then pooling and analyzing this information. The basic goal in meta-analysis is to explain why different outcomes have occurred in different studies." (p. 197). Roberts, M. C., & Ilardi, S. S. (2003). Handbook of Research Methods in Clinical Psychology . Blackwell Publishing.

• Example : Employment Instability and Fertility in Europe: A Meta-Analysis:  10.1215/00703370-9164737

Meta-synthesis : "Qualitative meta-synthesis is a type of qualitative study that uses as data the findings from other qualitative studies linked by the same or related topic." (p.312). Zimmer, L. (2006). Qualitative meta-synthesis: A question of dialoguing with texts .  Journal of Advanced Nursing , 53 (3), 311-318.

• Example : Women’s perspectives on career successes and barriers: A qualitative meta-synthesis:  10.1177/05390184221113735

Literature Reviews in the Health Sciences

• UConn Health subject guide on systematic reviews Explanation of the different review types used in health sciences literature as well as tools to help you find the right review type
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Literature Reviews

• Overview of Literature Reviews and Systematic Reviews
• How to Get Started and Developing a Research Question
• Finding and Evaluating Sources
• Citations This link opens in a new window
• Synthesizing Sources
• Writing the Literature Review
• Systematic Reviews This link opens in a new window
• Suggested Readings
• Elements of a Literature Review
• Introduction
• Reference List

All literature reviews contain the following elements:

See the tabs to right for further explanation of each of these elements.

The introduction to a literature review should include the following:

• Define the topic to provide context for the review
• Identify trends in previous publications
• Give your reasoning for reviewing the literature (Why is it necessary? What is your point of view?)
• Explain the criteria that was used to conduct the search
• Indicate how the review is organized

The body of the literature review will discuss each source. Find patterns and ways to tie the main points together. This can be organized thematically, chronologically, or methodologically.

Thematic-organized around a topic or issue

Chronological-organized according to when the articles were published or according to when trends took place

Methodological-organized by the methods used by the researchers

The conclusion should summarize the literature review. Discuss any implications drawn from the literature and what further research is needed.

A reference list at the end of a literature review is essential. Citing all sources gives credit to the authors of the literature, allows others to find the literature for evaluation or their own research, and helps to avoid plagiarism. For more information on creating a reference list, see our Citation Styles guide.

Adding Content & Organizing the Review

The literature review is about both content and form.  In terms of content, keep in mind that your literature review is intended to:

• Set up a theoretical framework for your own research
• Show a clear understanding of the key concepts/ideas/studies/models related to your topic
• Demonstrate knowledge about the history of your research area and any related controversies
• Illustrate that you are able to evaluate and synthesize the work of others
• Clarify significant definitions and terminology
• Develop a space in your discipline for your research

Some questions to ask yourself when you begin to write your first draft include:

• How will my literature review be organized: Chronologically, thematically, conceptually, methodologically or a combination?
• What section headings will I be using?
• How do the various studies relate to each other?
• What contributions do they make to the field?
• What are the limitations of a study/where are the gaps in the research?
• And finally but most importantly, how does my own research fit into what has already been done?

Some questions to ask after the first draft:

• Is there a logical flow from section to section, paragraph to paragraph, sentence to sentence?
• Does the content proceed from topic to topic?
• Does your conclusion match your introduction?
• Were you consistent in documenting and using the correct citation style?

Attribution

The content of this page was developed from Chapter 8, "Writing a Literature Review" in:

Frederiksen, L., & Phelps, S. F. (2017). Literature reviews for education and nursing graduate students. Rebus Community.  https://open.umn.edu/opentextbooks/textbooks/literature-reviews-for-education-and-nursing-graduate-students

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Writing: Literature Review Basics

• What is Synthesis?
• Organizing Your Research
• Paraphrasing, Summary, or Direct Quotation?
• Introductions
• Conclusions
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The Job of the Conclusion

The job of the conclusion is, quite literally, to conclude ... or to wrap things up so the reader feels a sense of closure.  It accomplishes this by stepping back from the specifics in order to view the bigger picture of the document. In other words, it is reminding the reader of the main argument.

Whereas an introduction started out generally and moved towards discussion of a specific focus, the conclusion takes the opposite approach.  It starts by reminding the reader of the contents and importance of your findings and then moves out gradually to more general topics.

For most written assignments, the conclusion is a single paragraph.  It does not introduce any new information; rather, it succinctly restates your chief conclusions and places the importance of your findings within your field.  Depending upon the purpose of the literature review, you may also include a brief statement of future directions or self-reflection.

Here is an easy checklist for writing a conclusion:

 Is the main argument of the paper accurately restated as the first sentence (but is not copied verbatim?

In a literature review, you basicaly want to answer the question, "What did I find out? What conclusions did I come to?"   Giving the reader a one-sentence answer to this question that provides a summary of your findings is a solid way to begin a conclusion.

  What recommendations do you have?

Here you may offer the reader your suggestions on what you think should happen next.  You can make recommendations that are specific to the evidence you have uncovered, or you can make recommendations for future research.  When this area is well done, it links to previous conclusions you have already made and gives the conclusion a finished feeling.

 Did you remind the reader of the importance of the topic and how it can contribute to the knowledge in the field?

Make sure that the paper places its findings in the context of some kind of needed change, relevance, or solution.  If you addressed why the topic was interesting, important, or relevant in your introduction, you can loop back to that here.  Other ways that can be done are to remind the reader of other research you have discussed and how your work builds upon theirs, or what gaps there may yet be to explore.

Keep these items in mind as "what not to do":

 Is there a sense of closure without using words such as "In conclusion?"

If you have to use the words "In conclusion" or similar ones to launch your conclusion so the reader knows the end is near, you've got a problem.  Make sure the reader has a distinct sense that the paper has come to an end without telling them it is ending. It is important to not leave the reader hanging. 

 Did you avoid presenting any new information?

No new ideas should be introduced in the conclusion. It is simply a review of the material that is already present in the paper. The only new idea would be the suggesting of a direction for future research.

Stigmatization of the mentally ill is caused by the public’s belief in myths about the dangerousness of the mentally ill and exposing those myths can reduce stigmatization. At least one-third of the people sampled in one study said that they would both reject socially and fear violence from someone displaying behaviors associated with different mentally illnesses. Other research discovered that this rejection is associated to lack of contact with the mentally ill and that as contact increased, fear of the mentally ill decreased. The direction of the relationship between fear and rejection seems to be that fear (possibly based upon myths about mental illness) causes rejection. Taken as a whole, it appears that exposing these myths as myths increases the acceptance of the mentally ill and that staged contact with a mentally person to expose myths has an even more powerful effect. Caution must be advised, though; Martin et al.’s (2002) and Alexander and Link’s (2003) studies and the first study of Corrigan et al. (2002) were based upon paper and pencil methodologies. And while Corrigan et al.’s (2002) second study involved staged Myths of violence 6 presentations, it was conducted in a college setting with a college sample. Future research should replicate these findings in more natural settings with different populations.

Now let's break that down.

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Literature review

How to write a literature review in 6 steps

How do you write a good literature review? This step-by-step guide on how to write an excellent literature review covers all aspects of planning and writing literature reviews for academic papers and theses.

How to write a systematic literature review [9 steps]

How do you write a systematic literature review? What types of systematic literature reviews exist and where do you use them? Learn everything you need to know about a systematic literature review in this guide

What is a literature review? [with examples]

Not sure what a literature review is? This guide covers the definition, purpose, and format of a literature review.

Writing a Literature Review

• What is a Literature Review?
• Step 1: Choosing a Topic
• Step 2: Finding Information
• Step 3: Evaluating Content
• Step 4: Taking Notes
• Step 5: Synthesizing Content
• Step 6: Writing the Review
• Step 7: Citing Your Sources
• Meet the Library Team
• Off-Campus & Mobile Access
• Research Help
• Other Helpful Guides

Writing the Review

You've done the research and now your ready to put your findings down on paper. When preparing to write your review, first consider how will you organize your review.

The actual review generally has 5 components:

• Introduction
• Bibliography

A good literature review shows signs of synthesis and understanding of the topic. There should be strong evidence of analytical thinking as illustrated through the connections you make between the literature being reviewed. Think of it this way- a literature review is much more than a book review. It is a document where you present your sources and their overall relationship to your thesis statement.

Conversly, a poor literature review will simply list and identify the sources . In essence, it will appear to be a glorifed annotated bibliography.

• Literature Reviews: The University of North Carolina http://writingcenter.unc.edu/handouts/literature-reviews/
• Writing a Literature Review: Wesleyan University
• Literature Review Tip Sheet: Edith Cowan University See additional information, including other tip sheets at http://intranet.ecu.edu.au/research/for-research-students/research-journey/designing-and-undertaking-your-research/reviewing-the-literature http://intranet.ecu.edu.au/student/my-studies/study-advice/academic-tip-sheets

The Abstract

An abstract is a summary of your literature review. It is made up of the following parts:

• A contextual sentence about your motivation behind your research topic
• Your thesis statement
• A descriptive statement about the types of literature used in the review
• Summarize your findings
• Conclusion(s) based upon your findings

The Introduction

Like a typical research paper introduction, provide the reader with a quick idea of the topic of the literature review:

• Define or identify the general topic, issue, or area of concern. This provides the reader with context for reviewing the literature.
• Point out overall trends in what has been published about the topic; or conflicts in theory, methodology, evidence, and conclusions; or gaps in research and scholarship; or a single problem or new perspective of immediate interest.
• Establish the your reason (point of view) for reviewing the literature; explain the criteria to be used in analyzing and comparing literature and the organization of the review (sequence); and, when necessary, state why certain literature is or is not included (scope).

The body of a literature review contains your discussion of sources and can be organized in 3 ways-

• Chronological - by publication or by trend
• Thematic - organized around a topic or issue, rather than the progression of time
• Methodical - the focusing factor usually does not have to do with the content of the material. Instead, it focuses on the "methods" of the literture's researcher or writer that you are reviewing

You may also want to include a section on "questions for further research" and discuss what questions the review has sparked about the topic/field or offer suggestions for future studies/examinations that build on your current findings.

The Conclusion

In the conclusion, you should:

Conclude by providing some insight into the relationship between the central topic of the literature review and a larger area of study such as a discipline, a scientific endeavor, or a profession

The Bibliography

Since a literature review is composed of pieces of research, it is very important that your correctly cite the literature you are reviewing, both in the reviews body as well as in a bibliography/works cited. To learn more about different citation styles, visit the " Citing Your Sources " tab.

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How to Write a Literature Review

What is a literature review.

• What Is the Literature
• Writing the Review

A literature review is much more than an annotated bibliography or a list of separate reviews of articles and books. It is a critical, analytical summary and synthesis of the current knowledge of a topic. Thus it should compare and relate different theories, findings, etc, rather than just summarize them individually. In addition, it should have a particular focus or theme to organize the review. It does not have to be an exhaustive account of everything published on the topic, but it should discuss all the significant academic literature and other relevant sources important for that focus.

This is meant to be a general guide to writing a literature review: ways to structure one, what to include, how it supplements other research. For more specific help on writing a review, and especially for help on finding the literature to review, sign up for a Personal Research Session .

The specific organization of a literature review depends on the type and purpose of the review, as well as on the specific field or topic being reviewed. But in general, it is a relatively brief but thorough exploration of past and current work on a topic. Rather than a chronological listing of previous work, though, literature reviews are usually organized thematically, such as different theoretical approaches, methodologies, or specific issues or concepts involved in the topic. A thematic organization makes it much easier to examine contrasting perspectives, theoretical approaches, methodologies, findings, etc, and to analyze the strengths and weaknesses of, and point out any gaps in, previous research. And this is the heart of what a literature review is about. A literature review may offer new interpretations, theoretical approaches, or other ideas; if it is part of a research proposal or report it should demonstrate the relationship of the proposed or reported research to others' work; but whatever else it does, it must provide a critical overview of the current state of research efforts. 

Literature reviews are common and very important in the sciences and social sciences. They are less common and have a less important role in the humanities, but they do have a place, especially stand-alone reviews.

Types of Literature Reviews

There are different types of literature reviews, and different purposes for writing a review, but the most common are:

• Stand-alone literature review articles . These provide an overview and analysis of the current state of research on a topic or question. The goal is to evaluate and compare previous research on a topic to provide an analysis of what is currently known, and also to reveal controversies, weaknesses, and gaps in current work, thus pointing to directions for future research. You can find examples published in any number of academic journals, but there is a series of Annual Reviews of *Subject* which are specifically devoted to literature review articles. Writing a stand-alone review is often an effective way to get a good handle on a topic and to develop ideas for your own research program. For example, contrasting theoretical approaches or conflicting interpretations of findings can be the basis of your research project: can you find evidence supporting one interpretation against another, or can you propose an alternative interpretation that overcomes their limitations?
• Part of a research proposal . This could be a proposal for a PhD dissertation, a senior thesis, or a class project. It could also be a submission for a grant. The literature review, by pointing out the current issues and questions concerning a topic, is a crucial part of demonstrating how your proposed research will contribute to the field, and thus of convincing your thesis committee to allow you to pursue the topic of your interest or a funding agency to pay for your research efforts.
• Part of a research report . When you finish your research and write your thesis or paper to present your findings, it should include a literature review to provide the context to which your work is a contribution. Your report, in addition to detailing the methods, results, etc. of your research, should show how your work relates to others' work.

A literature review for a research report is often a revision of the review for a research proposal, which can be a revision of a stand-alone review. Each revision should be a fairly extensive revision. With the increased knowledge of and experience in the topic as you proceed, your understanding of the topic will increase. Thus, you will be in a better position to analyze and critique the literature. In addition, your focus will change as you proceed in your research. Some areas of the literature you initially reviewed will be marginal or irrelevant for your eventual research, and you will need to explore other areas more thoroughly. 

Examples of Literature Reviews

See the series of Annual Reviews of *Subject* which are specifically devoted to literature review articles to find many examples of stand-alone literature reviews in the biomedical, physical, and social sciences. 

Research report articles vary in how they are organized, but a common general structure is to have sections such as:

• Abstract - Brief summary of the contents of the article
• Introduction - A explanation of the purpose of the study, a statement of the research question(s) the study intends to address
• Literature review - A critical assessment of the work done so far on this topic, to show how the current study relates to what has already been done
• Methods - How the study was carried out (e.g. instruments or equipment, procedures, methods to gather and analyze data)
• Results - What was found in the course of the study
• Discussion - What do the results mean
• Conclusion - State the conclusions and implications of the results, and discuss how it relates to the work reviewed in the literature review; also, point to directions for further work in the area

Here are some articles that illustrate variations on this theme. There is no need to read the entire articles (unless the contents interest you); just quickly browse through to see the sections, and see how each section is introduced and what is contained in them.

The Determinants of Undergraduate Grade Point Average: The Relative Importance of Family Background, High School Resources, and Peer Group Effects , in The Journal of Human Resources , v. 34 no. 2 (Spring 1999), p. 268-293.

This article has a standard breakdown of sections:

• Introduction
• Literature Review
• Some discussion sections

First Encounters of the Bureaucratic Kind: Early Freshman Experiences with a Campus Bureaucracy , in The Journal of Higher Education , v. 67 no. 6 (Nov-Dec 1996), p. 660-691.

This one does not have a section specifically labeled as a "literature review" or "review of the literature," but the first few sections cite a long list of other sources discussing previous research in the area before the authors present their own study they are reporting.

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How do I Write a Literature Review?: #5 Writing the Review

• Step #1: Choosing a Topic
• Step #2: Finding Information
• Step #3: Evaluating Content
• Step #4: Synthesizing Content
• #5 Writing the Review
• Citing Your Sources

WRITING THE REVIEW 

You've done the research and now you're ready to put your findings down on paper. When preparing to write your review, first consider how will you organize your review.

The actual review generally has 5 components:

Abstract  -  An abstract is a summary of your literature review. It is made up of the following parts:

• A contextual sentence about your motivation behind your research topic
• Your thesis statement
• A descriptive statement about the types of literature used in the review
• Summarize your findings
• Conclusion(s) based upon your findings

Introduction :   Like a typical research paper introduction, provide the reader with a quick idea of the topic of the literature review:

• Define or identify the general topic, issue, or area of concern. This provides the reader with context for reviewing the literature.
• Identify related trends in what has already been published about the topic; or conflicts in theory, methodology, evidence, and conclusions; or gaps in research and scholarship; or a single problem or new perspective of immediate interest.
• Establish your reason (point of view) for reviewing the literature; explain the criteria to be used in analyzing and comparing literature and the organization of the review (sequence); and, when necessary, state why certain literature is or is not included (scope)  - 

Body :  The body of a literature review contains your discussion of sources and can be organized in 3 ways-

• Chronological -  by publication or by trend
• Thematic -  organized around a topic or issue, rather than the progression of time
• Methodical -  the focusing factor usually does not have to do with the content of the material. Instead, it focuses on the "methods" of the literature's researcher or writer that you are reviewing

You may also want to include a section on "questions for further research" and discuss what questions the review has sparked about the topic/field or offer suggestions for future studies/examinations that build on your current findings.

Conclusion :  In the conclusion, you should:

Conclude your paper by providing your reader with some perspective on the relationship between your literature review's specific topic and how it's related to it's parent discipline, scientific endeavor, or profession.

Bibliography :   Since a literature review is composed of pieces of research, it is very important that your correctly cite the literature you are reviewing, both in the reviews body as well as in a bibliography/works cited. To learn more about different citation styles, visit the " Citing Your Sources " tab.

• Writing a Literature Review: Wesleyan University
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Writing Literature Reviews: 4. Structure Your Lit Review

• What is a "Literature Review"?
• 1. Brainstorm
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• 4. Structure Your Lit Review
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How to Structure Your Lit Review

A literature review, even when it is within a larger paper, should include an introduction, a main body section, and a conclusion.

In the Introduction Section :

• define your topic and scope
• explain the organization of your lit review

In the Main Section :

• Present the literature you found related to your topic in a clear, organized way
• Compare and contrast the literature
• Identify problems, issues, and debates among scholars on the topic

There are many ways to organize the main section of a literature review. Here are a few ways you could organize this section:

• Chronological - Present a condensed history of the major ideas and developments of a topic over time.
• Thematic - Present the major theories relevant to your topic and how they agree or contrast.
• Methodological - If there are different methods of research on your topic, you can organize your review by grouping the findings of different methodologies. Be sure to compare and contrast these methods (you are setting up an argument for your own methods.)
• Theoretical - Organize your review by the various theories others have developed relevant to the topic, comparing and contrasting the strengths and weaknesses of each.

In the Conclusion Section :

• Summarize your findings in the scholarly literature
• Identify any gaps and explain briefly how you are filling that gap with your own research (if appropriate)
• Explain how your paper/ideas/research relates to the greater scholarly literature and create a transition to the rest of your paper

Helpful Sites on Literature Reviews

Much of the information in this guide and more information can be found on the websites listed on the  Helpful Sites tab .

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How to Write a Literature Review Conclusion

A literature review conclusion is the culminating chapter of a literature review . It draws together the key elements of your research and wraps up the story of how you came to your conclusions.

The conclusion should be concise and clear, summarising your argument and findings in a few sentences. It should also emphasise any implications for future research or practice that might result from your findings, and any connections between the different sources you have consulted during the writing process.

This blog provides some tips on how to write a literature review conclusion effectively. We will look at what this important final chapter should include and provide writing tips on how to write strong conclusions in general.

Table of Contents

Summarise the Main Findings of the Review

A literature review is an organised summary of scholarly sources that provide a comprehensive overview of research on a specific topic. Drawing upon previously established research and scholarship, the conclusion of your literature review should summarise the main finding of the review.

To do this, you will need to discuss the findings into several succinct points that convey the overall message of the literature review . Start by summarising each section—the introduction , body, and any additional sections—into key takeaways. Highlight specific quotes that stood out to you or caught your attention as you read through each source. Picking out certain phrases or concepts from each source can help you make connections between different authors and topics in the literature.

Synthesise and Evaluate the Studies

The conclusion should also synthesise and evaluate the studies you have discussed, showing how they support or contradict each other. It is also important to explain any relationships between the studies, including similarities and differences.

It’s important to remember that a literature review conclusion isn’t a stand-alone piece of writing—it should be integrated with your overall argument. 

Addressing Research Gaps and Limitations

A literature review conclusion should be an opportunity to draw together the key themes, insights and conclusions from your research into the topic. It should provide answers to the questions you set out to answer, address any research gaps and limitations , and expand upon existing knowledge on the subject.

To achieve this, there are a few steps you can take:

Discuss Research Gaps and Limitations

When highlighting research gaps in a literature review , it is important to also provide potential solutions or recommendations for further study. Think critically about what could be done in future studies to address any limitations you encountered with your own research.

Expand on Existing Knowledge

Finally, use your conclusion as an opportunity to open up the discussion around existing knowledge on the subject. Consider how what you’ve learned could be applied in other contexts, or if more research is needed in order to deepen our understanding of the topic.

Implications and Practical Applications

When writing a literature review conclusion, it is important to consider the implications and practical applications of the research. Did the research lead to any new methods or processes that could be used for future studies? Did it provide any insights into how the topic can be applied in a practical setting?

When discussing implications and practical applications, it is important to consider:

• Potential implications of the research findings
• How the results can be used in practice
• The relevance and importance of the research
• Unanswered questions and areas for further exploration

Suggestions for Future Research

Now that you have successfully written and summarised the literature review , it is important to provide readers with some directions for future research. Suggestions for future research can come in many forms and may depend on the focus of the literature review . Some general suggestions include:

• Identifying gaps in current research and providing new areas to explore
• Developing further research questions or hypotheses
• Recommending further methodological approaches
• Exploring new ways of interpreting data or results
• Introducing innovative ideas or solutions to existing problems

When providing these suggestions, it is important to be specific and give concrete examples of what needs to be done. By doing so, you will have provided a valuable service to your readers and colleagues who are interested in the subject.

All in all, writing a literature review conclusion is a tough task that requires a lot of thought and research. The conclusions you draw should be supported by the evidence you have gathered in your literature review process. Make sure to be clear-cut and succinct, and remember to revisit your conclusion periodically to ensure that it is still valid. Be sure to back up your conclusions with reliable sources, and leave the readers with something to think about.

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Conducting a Literature Review

• Getting Started
• Define your Research Question
• Finding Sources
• Evaluating Sources
• Organizing the Review
• Cite and Manage your Sources

Introduction

Once you have your literature review planned out, you are ready to begin writing! Good organization and a clear focus are key to writing a successful academic paper of any kind, which is why the previous steps in this guide are so important; the more thorough you are with each of the preceding elements of writing the literature review, the easier this final step will be.

A literature review is organized into an introduction, multiple body paragraphs, and a conclusion. This format should be familiar to you, as it is the general outline of most academic essays; what is new and exciting about this literature review is the information you've gathered in your research and synthesized in your organization and outlining process.

Remember, if you ever need help with writing an essay of any kind, the ACPHS Writing Center is here to help! You can book an appointment with one of the peer tutors or reach out by email. The Library is also here to provide assistance with your assignments, particularly finding or citing resources.

Additional Resources

• Write a Literature Review by the University of Guelph McLaughlin Library

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Intro Paragraph & Thesis

Introductory paragraphs can be the most challenging part of writing a paper. Instead of laying out the evidence (or in the case of a literature review, analyzing your resources), you must first provide background information and context for the topic, discuss the body of literature in general as well as the scope of your review, and give a brief outline of how you will organize the review.

It is generally a good idea to open an introduction with a hook, or an interesting first sentence. This could be a statistic or fact about the topic that you find relevant, a rhetorical question that will be answered in the rest of the introduction, or even an appropriate anecdote. The point of a strong hook is to catch the reader's attention; for a literature review, it can help get the reader invested in the research around your topic, as well as your analysis of it.

Some authors prefer to write their introductory paragraph after completing the body of the essay, finding it easier to summarize what will be shared with the reader after it has already been written. There is no right or wrong order for crafting your paper, so if this method appeals to you then you should make use of it. However, with appropriately detailed planning it can be simple to write out an introduction prior to the body. Using an outline  (using the methods provided by Walden University, for example) can make writing the introduction and the entire essay much simpler.

Your literature review's introduction should contain four major elements:

• Establishing the topic, including providing background information and any necessary definitions to make sure your reader has all the context necessary to understand the rest of the literature review
• The trends or themes of the research that you noticed while compiling your sources, including any that you will use to organize your literature
• The purpose, criteria, and scope of the literature review: how will the literature be organized? What is your reason for examining this topic? What will you be analyzing about the sources (comparing/contrasting research methodology, conclusions, etc.)? Is there any literature you decided not to include -- if so, what disqualified it from the review?
• Introduce your thesis statement by drawing on the previous 3 components of the introduction to state what you discovered about the literature on this topic. Specifically, the thesis should answer where the current literature's strengths and weaknesses lie, and where additional research may be needed

The purpose of the introduction is to make sure that your reader has all the information they need to understand and appreciate your literature review, and to provide them a general blueprint of the analysis and arguments you will be making.

• 5 Questions to Strengthen Your Thesis Statement by the University of Guelph Digital Learning Commons

Body Paragraphs

With the introduction out of the way -- or perhaps even before you've written the introduction -- it's time to examine the literature you've gathered. We established how to organize the literature in the previous section of this guide, and that organization will serve as the framework for the body paragraphs. For example, if you organized your literature into themes, then each theme would serve as its own paragraph, in which you'd compare and contrast the sources within each theme; if you organized it by methodology or historical era, each of those would be a body paragraph.

As you write your literature analyses, keep the following recommendations in mind, provided by Shona McCombes at Scribbr :

Summarize  and synthesize:  give an overview of the main points of each source and combine them into a coherent whole Analyze and interpret:  don’t just  paraphrase  other researchers—add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole Critically evaluate:  mention the strengths and weaknesses of your sources Write in well-structured paragraphs:  use  transition words  and  topic sentences  to draw connections, comparisons and contrasts

Your summary of each source can be as detailed as is appropriate, based on how important the source is to the overall literature or how much analysis you have to perform on it. In general, the more significant a source is to your review, the more time should be devoted to summarizing and analyzing it.

While looking at individual sources, remember to keep connecting them back to the theme of the body paragraph and the overall thesis; explaining their relevance in a particular section of literature helps the reader follow along and better understand your overall arguments.

Other useful tips to keep in mind when writing your body paragraphs, provided by the Writing Center of the University of North Carolina at Chapel Hill :

• Use evidence to support your claims
• Be selective, and focus on the most important points for each piece of literature rather than trying to describe everything
• Use quotes when appropriate, but know that literature reviews do not frequently require direct quotations
• Paraphrase accurately
• Literature Reviews by the University of North Carolina at Chapel Hill's Writing Center

Conclusion & Reviewing Your Paper

Concluding Paragraph

A conclusion is used to provide further reinforcement of the arguments presented throughout the paper. In general, this consists of briefly summarizing the body paragraphs and reasserting their connection to your thesis. This is also good practice for a literature review; in addition, your conclusion should again summarize the broad trends of the research on your topic, as well as any opportunities for additional or more thorough research that you've found. 

Below are some helpful recommendations for writing conclusions, compiled from advice explained in more detail in the links below:

• Address the broader implications of the existing research, and why it is important to close the gaps you evaluated during your literature review
• Include a quotation or fact that effectively illustrates your thesis in a provocative or interesting way
• Use simple, clear language without jargon
• Reestablish your thesis and its connection with the literature reviewed

Your goal with the concluding paragraph of your literature review should be to leave the reader with a firm understanding of the existing literature on your topic, where additional research may be necessary, and why it matters.

Revising Your Literature Review

Revision is a process that goes beyond simply correcting spelling and grammar mistakes -- though proofreading is an important part of the writing process as well. The purpose of revising your literature review before submission is to look at it the way your reader will and pick up on any potential leaps of logic, unclear explanations, or shoddy evidence. The revision process should not begin immediately after finishing the paper; whenever possible, wait a few hours or days before looking at your draft, so that you can approach it with fresh eyes. 

When revising, focus on major issues with the paper such as organization, clarity, and thoroughness. Trying to both revise your writing and proofread it for small spelling or grammar issues may distract you from more important areas that could be improved. Ask yourself if your thesis is well-defended by the body paragraphs, and if you still agree with the conclusions you stated in the introduction. If more or better arguments are needed, find places in the body paragraphs to add evidence or make clearer connections to your thesis. Focus on the flow of the review; does each body paragraph move naturally into the next one? Do your paragraphs need to be reordered or restructured?

After major revisions are done, it is time to proofread for spelling, grammar, and general writing errors. Try reading the paper out loud and seeing where your word choice could be strengthened or a run-on sentence could be amended.

It can sometimes be difficult to revise an essay on your own, so consider booking an appointment with the ACPHS Writing Center to go over your writing with a tutor. Friends, classmates, or your professor can also be useful sources of feedback, and if possible try to get as many different readers to look over your writing and provide insight.

• Revising Drafts by the University of North Carolina at Chapel Hill Writing Center
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• Last Updated: Apr 12, 2024 10:37 AM
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Literature Reviews: Outline

• Types of Reviews
• Literature Search
• Evaluating Sources (If I Apply) This link opens in a new window
• Recommended Library Tools
• Citing Sources

What is an Outline?

A literature review outline is a sketch highlighting how you will convey information about your findings after evaluating and interpreting studies. In other words, it offers a rough overview of the sources you have analyzed in the paper. 

Think of a literature outline as a general skeleton of what your full review should look like including the specifics of each part. Its purpose is to assist you in developing ideas, performing research and presenting your findings logically. Specifically, a literary review outline helps you sum up the arguments that you want to emphasize or what you will talk about in your study.

• Literature Review Outline: Writing Approaches with Examples

Elements of Literature Review Outline

• Pick a topic
• Search the body of literature in Summon or the databases
• Create an outline structure
• Identify key topics and themes from literature abstracts, summaries, and discussions
• Create an outline for literature review

Five Options for Organizing Information

CHRONOLOGICAL (by date):  This is one of the most common ways, especially for topics that have been talked about for a long time and have changed over their history. Organize it in stages of how the topic has changed: the first definitions of it, then major time periods of change as researchers talked about it, then how it is thought about today.

BROAD-TO-SPECIFIC : Another approach is to start with a section on the general type of issue you're reviewing, then narrow down to increasingly specific issues in the literature until you reach the articles that are most specifically similar to your research question, thesis statement, hypothesis, or proposal. This can be a good way to introduce a lot of background and related facets of your topic when there is not much directly on your topic but you are tying together many related, broader articles.

MAJOR MODELS or MAJOR THEORIES : When there are multiple models or prominent theories, it is a good idea to outline the theories or models that are applied the most in your articles. That way you can group the articles you read by the theoretical framework that each prefers, to get a good overview of the prominent approaches to your concept.

PROMINENT AUTHORS : If a certain researcher started a field, and there are several famous people who developed it more, a good approach can be grouping the famous author/researchers and what each is known to have said about the topic. You can then organize other authors into groups by which famous authors' ideas they are following. With this organisation it can help to look at the citations your articles list in them, to see if there is one author that appears over and over.

CONTRASTING SCHOOLS OF THOUGHT : If you find a dominant argument comes up in your research, with researchers taking two sides and talking about how the other is wrong, you may want to group your literature review by those schools of thought and contrast the differences in their approaches and ideas.

Source: https://ait.libguides.com/literaturereview/organise

How to Write a Literature Review Outline

The format of a literature review is very similar to that of an essay.  It has:

An Introduction An introduction hooks the reader and reels them in, providing an overview.  It introduces the research topic by briefly mentioning key concepts and describing the chosen perspective of the remainder of the literature review.  The introduction discusses the literature to be reviewed and hints at the overall concept to be conveyed.  It also addresses any debates or concerns coming up in the body of the work.

Body Headings, subheadings, and paragraphs detailing the argument are contained there.  It is where the argument is both made and supported.

Conclusion Key points are detailed and summarized.  This includes major arguments and disagreements, in-depth explanations of findings, gaps in the research that require additional research or further study, and the overall perspective of the issue.

Literature Review Outline Example

Note how the author did the following:

• Wrote the items in such a way each line can be turned into a Level 2 or Level 3 heading
• Did not use the article titles in the outline, but created themes
• Used more than one source, when similar authors said the same thing
• Moved logically from one topic to the next.  That's one of the reasons to write an outline.
• After an introduction and history, moved to possible causes for the problem, then moved to proven solutions to remediate the problem.

Topic: Improving job satisfaction for teachers who work with special education students by implementing a peer collaboration program.

• Establish importance of job satisfaction (and results of dissatisfaction)
• Causes for Job Dissatisfaction
• Proven Interventions
• Gaps in the Literature
• . Relation of Job Satisfaction to Attrition (Stempien & Loeb, 2014).
• Effect on Student Achievement (Darling-Hammond, 2012; Sanders & Horn, 2005; Miller, Brownell, & Smith, 1999).
• Special Education Teacher Attrition Rates (Billingsley, 2010).
• GeneralEed and Special Education Attrition Rates (Boe, Bobbitt, Cooke, Barkanic, Maislin, 1998; Mainzler, Deshler, Coleman, Kozleski & Rodriguez-Walling as cited NCES, 2010).
• Lack of Support (De Paul, 2010).
• Stress (Darling-Hammond, 2012; Mitchell & Arnold, 2010).
• Low Pay (Brownell, Sindelar, Bishop, Langley & Seo, 2012).
• Teaching Demands (Fore III, Martin, & Bender, 2014).
• Lack of Teacher Training (Bergert & Burnette, 2010; Darling-Hammond, 2012; Billingsley, 2014).
• Professional Development Schools (PDS) (University of South Carolina, 2010).
• Career Alternatives (Southwest Texas State University, 2014; Boyer & Gillespie, 2010).
• Internship Credential Program (Andrews, Evans & Miller, 2014).
• New Teacher Training Network (NTN) (Hines, Murphy, Pezone, Singer & Stacki, 2003).
• Connecticut’s Beginning Educator Support and Training Program (BEST) (Seo, Bishop, & Langley, 2010: Brownell, Hirsch & Seo, 2010).
• Teacher Support Program (TSP) (Westling, Herzog, CooperDuffy, Prohn, & Ray, 2006; Kennedy & Burstein, 2010).
• California Mentor Teacher Program (Bemis, 1999).
• Incentive Pay (Morice & Murray, 2003).
• Year-Round Calendar (Gismondi-Haser, & Nasser, 2003).
• Peer Collaboration (Cooley & Yovanoff, 1996; Pugach & Johnson, 2005).
• Case study (Brown, 2010, Green 2013).
• Other methodologies. (add author)

From Nova Southeastern University: https://education.nova.edu/massmail/literature-review-outline.pdf

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• Next: Recommended Library Tools >>
• Last Updated: Jun 18, 2024 10:34 AM
• URL: https://libguides.marshall.edu/litreview

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Effective Tips on How to Write a Conclusion for a Literature Review

You’ve finally written the body of your literature overview. Now, it is high time to craft a conclusion for your paper. But “how can I write a good literature review conclusion, the one that leaves a lasting impression on the reader?” you might ask. This article will provide the answer to this question, offer valuable insights into its structure, and uncover four simple steps to finish your paper strong.

Although the conclusion is typically a single paragraph, it is your paper’s last but most critical part. A literature review’s conclusion is 3 to 5 brief but concise sentences long, which can either make or break your entire project. That’s the primary reason why you shouldn’t write it in a hurry. Instead, plan ahead, use a literature review outline , and take the time to ensure it is well thought out and gives the reader a reminder of the whole work.

A strong ending of a lit analysis must focus on a few critical points:

• Highlight the most important aspects of the existing corpus of literature in a clear way.
• Analyze the current state of the literature under review.
• Address the research gap in the existing body of knowledge and outline the limitations of previous studies.
• Outline the areas for future research.
• Show the connection of the research to the existing body of knowledge.

Now that you know the basics, let’s move on to in-depth instructions and top tips on how to write a conclusion for a literature review that checks all the boxes.

Step-By-Step Writing a Conclusion for a Literature Review

Here are the four major steps that will help you craft a powerful conclusion of literature analysis:

• Start a conclusion with a topic sentence

This is the part of your conclusion where you provide context and reiterate the purpose of your paper. Put simply, highlight the research gap and set the stage for future implications or recommendations.

• Revisit your thesis

Explain what you did to address the problem and what your readers should take from your work. You can demonstrate how your evidence and points support the thesis more effectively by reminding them of the ideas you communicated in your thesis.

• Summarize the key points in 1-2 sentences

These sentences should bring all of your points and proof together. Don’t just list the reasons or the evidence you presented. Instead, explain how your findings will contribute to theory and or practice.

• End your conclusion with a statement that makes readers think

Think about how you want your readers to feel after reading your paper. This is the emotion you want them to have when they read your conclusion for literature review. Here are some approaches you can use to achieve this:

• Call your readers to action.
• Finish with a warning.
• Reflect on the significance of your findings.
• Evoke an image.
• Predict what could happen if your ideas were brought to reality.

Last but not least effective way to conclude your lit analysis is to offer a thought-provoking remark that provides room for future research.

How to Strengthen Your Conclusion for Literature Review

We hope that the steps above helped you get a clear understanding of how to write a literature review conclusion. If you want the paper’s ending to be even more meaningful, keep the below tips in mind:

• Make sure your conclusion is not overburdened with unnecessary details and that all sentences are well-structured.
• Mention only key points and findings.
• Always tie back your conclusion to the introduction and make certain the flow of the information is not different from the body write-up.
• Ensure that all points are easy to understand.
• Include all of your points in the summary rather than focusing on one.
• Use professional language and terminology your audience is familiar with.
• While counter-arguing, avoid dragging your arguments. It is critical to keep your points specific.
• You may pose questions and invite the reader to dive deeper into the topic. However, ensure you don’t leave any issues unattended.
• Do not sum up the information from the previous parts of your literature analysis paper. Instead, make sure your suggestions are useful.
• Do not add anything new or end up with an ambiguous or unclear note. Be bold, clear, and straight to the point.
• Proofread your conclusion for punctuation, grammar, and fluency.
• Re-check your conclusion of a literature review a few times before finalizing the work. Check for any areas where you might leave your readers wandering between several options.

Finally, remember that the task’s specifics can vary based on the requirements you get when assigned to write the literature review . Therefore, always take the time to check the professor’s guidelines before you begin any part of your paper.

Besides, there are some useful literature review conclusion phrases you can use to enhance the impact of your conclusion:

Emphasizing significance:

• In essence…
• Undoubtedly…
• Crucially…
• It is evident that…
• Remarkably…

Highlighting contributions:

• A key takeaway from this analysis is…
• Of particular note is…
• Fundamental to our understanding is…

Stating implications:

• This leads us to consider…
• Implications extend beyond…
• In considering the broader context, we recognize…

Expressing certainty:

• Without a doubt…
• Clearly…
• Unquestionably…
• Certainly…

Ending your conclusion with a call to action:

• This invites future researchers to…
• In paving the way for future investigations…
• This leaves the door open for…

Adapt these phrases to fit the specific content and tone of your conclusion, and you’re halfway to success. And no matter how different the wording you use is, the fundamental elements of the conclusion literature review should remain unchanged. You have to clarify the research gap and explain how you addressed the problem and why it was important.

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How to Write a Phenomenological Dissertation

A step-by-step guide.

Thesis & Dissertation Guides | Qualitative Research - General Interest | Qualitative Health & Nursing Research | Writing Guides | Qualitative Research in Education | Intermediate/Advanced Qualitative Research

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Conducting phenomenological research for dissertations can be an involved and challenging process, and writing it up is often the most challenging part.  How to Write a Phenomenological Dissertation  gives students practical, applied advice on how to structure and develop each chapter of the dissertation specifically for phenomenological research.  Phenomenology is about personal experience and personal experience varies from researcher to researcher. However, this variation is a big source of confusion for new researchers in the social, behavioral, or health sciences. This brief text is written in a simple, step-by-step fashion to account for this flexibility and variation while also providing structure necessary for a successful dissertation. Broken up into chapters that follow each chapter of the dissertation, this text logically addresses the various parts of phenomenological research, starting with ensuring phenomenology is the right method for your research, writing the literature review, going through methods and results sections to analysis and discussion. The author, using experience gleaned from supervising phenomenological dissertations for many years, gives time-tested advice on how structure the dissertation to fit into more common frameworks, using checklists and tables throughout. Each chapter includes a list of helpful resources for students to use alongside this book with specific information on methods and research. Unique to this text is a chapter on creating your own phenomenological method which allows students to expand their viewpoints and experiment in future studies after the dissertation. 

Available formats

Chapter 1: how to begin, chapter 2: introduction and literature review, chapter 3: methodology, chapter 4: results, chapter 5: discussion, chapter 6: other phenomenological methods, chapter 7: creating your own phenomenological method.

• Gives students practical, applied advice on how to structure and develop each chapter of the dissertation specifically for phenomenological research. 
• Written in a simple, step-by-step fashion to account for this flexibility and variation while also providing structure necessary for a successful dissertation.
• Broken up into chapters that follow each chapter of the dissertation
• Logically breaks down the various parts of phenomenological research, starting with ensuring phenomenology is the right method for your research, writing the literature review, going through methods and results sections to analysis and discussion. 
• Provides time-tested advice on how structure the dissertation to fit into more common frameworks, using checklists and tables throughout.
• Includes a list of helpful resources for students to use alongside this book with specific information on methods and research.
• Includes a chapter on creating your own phenomenological method which allows students to expand their viewpoints and experiment in future studies after the dissertation. 

Overall, I feel this is possibly the best work I have seen on this type of a dissertation. It is clear and concise as well as complete in mechanics. Michael E. Cox Ohio Christian University

It seems to make writing a phenomenological study more accessible by offering pathways to students. Dr. Akin Taiwo King's University College at Western University

It is well-informed, driven by experience and authoritatively written and yet leaves room for others to write their own. It is quite a feat. Maurice Apprey University of Virginia

While this book conforms with others in the domain of phenomenological research is it superior in many respects; chiefly the author's sound knowledge transfer of philosophy to methods; the fit between conceptual basic assumptions and object of research study; and clarity without sacrificing complexity. Maurice Apprey University of Virginia

The key strengths are the attempt to provide a systematic understanding of the process from A to Z with a specific focus on phenomenology. This text will be useful and versatile for student locked in to phenomenology. Raymond Blanton University of the Incarnate Word

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Research Article

Functional connectivity changes in the brain of adolescents with internet addiction: A systematic literature review of imaging studies

Roles Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Software, Validation, Visualization, Writing – original draft, Writing – review & editing

Affiliation Child and Adolescent Mental Health, Department of Brain Sciences, Great Ormond Street Institute of Child Health, University College London, London, United Kingdom

Roles Conceptualization, Supervision, Validation, Writing – review & editing

* E-mail: [email protected]

Affiliation Behavioural Brain Sciences Unit, Population Policy Practice Programme, Great Ormond Street Institute of Child Health, University College London, London, United Kingdom

• Max L. Y. Chang, 
• Irene O. Lee

• Published: June 4, 2024
• https://doi.org/10.1371/journal.pmen.0000022
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Internet usage has seen a stark global rise over the last few decades, particularly among adolescents and young people, who have also been diagnosed increasingly with internet addiction (IA). IA impacts several neural networks that influence an adolescent’s behaviour and development. This article issued a literature review on the resting-state and task-based functional magnetic resonance imaging (fMRI) studies to inspect the consequences of IA on the functional connectivity (FC) in the adolescent brain and its subsequent effects on their behaviour and development. A systematic search was conducted from two databases, PubMed and PsycINFO, to select eligible articles according to the inclusion and exclusion criteria. Eligibility criteria was especially stringent regarding the adolescent age range (10–19) and formal diagnosis of IA. Bias and quality of individual studies were evaluated. The fMRI results from 12 articles demonstrated that the effects of IA were seen throughout multiple neural networks: a mix of increases/decreases in FC in the default mode network; an overall decrease in FC in the executive control network; and no clear increase or decrease in FC within the salience network and reward pathway. The FC changes led to addictive behaviour and tendencies in adolescents. The subsequent behavioural changes are associated with the mechanisms relating to the areas of cognitive control, reward valuation, motor coordination, and the developing adolescent brain. Our results presented the FC alterations in numerous brain regions of adolescents with IA leading to the behavioural and developmental changes. Research on this topic had a low frequency with adolescent samples and were primarily produced in Asian countries. Future research studies of comparing results from Western adolescent samples provide more insight on therapeutic intervention.

Citation: Chang MLY, Lee IO (2024) Functional connectivity changes in the brain of adolescents with internet addiction: A systematic literature review of imaging studies. PLOS Ment Health 1(1): e0000022. https://doi.org/10.1371/journal.pmen.0000022

Editor: Kizito Omona, Uganda Martyrs University, UGANDA

Received: December 29, 2023; Accepted: March 18, 2024; Published: June 4, 2024

Copyright: © 2024 Chang, Lee. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: All relevant data are within the paper and its Supporting information files.

Funding: The authors received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

Introduction

The behavioural addiction brought on by excessive internet use has become a rising source of concern [ 1 ] since the last decade. According to clinical studies, individuals with Internet Addiction (IA) or Internet Gaming Disorder (IGD) may have a range of biopsychosocial effects and is classified as an impulse-control disorder owing to its resemblance to pathological gambling and substance addiction [ 2 , 3 ]. IA has been defined by researchers as a person’s inability to resist the urge to use the internet, which has negative effects on their psychological well-being as well as their social, academic, and professional lives [ 4 ]. The symptoms can have serious physical and interpersonal repercussions and are linked to mood modification, salience, tolerance, impulsivity, and conflict [ 5 ]. In severe circumstances, people may experience severe pain in their bodies or health issues like carpal tunnel syndrome, dry eyes, irregular eating and disrupted sleep [ 6 ]. Additionally, IA is significantly linked to comorbidities with other psychiatric disorders [ 7 ].

Stevens et al (2021) reviewed 53 studies including 17 countries and reported the global prevalence of IA was 3.05% [ 8 ]. Asian countries had a higher prevalence (5.1%) than European countries (2.7%) [ 8 ]. Strikingly, adolescents and young adults had a global IGD prevalence rate of 9.9% which matches previous literature that reported historically higher prevalence among adolescent populations compared to adults [ 8 , 9 ]. Over 80% of adolescent population in the UK, the USA, and Asia have direct access to the internet [ 10 ]. Children and adolescents frequently spend more time on media (possibly 7 hours and 22 minutes per day) than at school or sleeping [ 11 ]. Developing nations have also shown a sharp rise in teenage internet usage despite having lower internet penetration rates [ 10 ]. Concerns regarding the possible harms that overt internet use could do to adolescents and their development have arisen because of this surge, especially the significant impacts by the COVID-19 pandemic [ 12 ]. The growing prevalence and neurocognitive consequences of IA among adolescents makes this population a vital area of study [ 13 ].

Adolescence is a crucial developmental stage during which people go through significant changes in their biology, cognition, and personalities [ 14 ]. Adolescents’ emotional-behavioural functioning is hyperactivated, which creates risk of psychopathological vulnerability [ 15 ]. In accordance with clinical study results [ 16 ], this emotional hyperactivity is supported by a high level of neuronal plasticity. This plasticity enables teenagers to adapt to the numerous physical and emotional changes that occur during puberty as well as develop communication techniques and gain independence [ 16 ]. However, the strong neuronal plasticity is also associated with risk-taking and sensation seeking [ 17 ] which may lead to IA.

Despite the fact that the precise neuronal mechanisms underlying IA are still largely unclear, functional magnetic resonance imaging (fMRI) method has been used by scientists as an important framework to examine the neuropathological changes occurring in IA, particularly in the form of functional connectivity (FC) [ 18 ]. fMRI research study has shown that IA alters both the functional and structural makeup of the brain [ 3 ].

We hypothesise that IA has widespread neurological alteration effects rather than being limited to a few specific brain regions. Further hypothesis holds that according to these alterations of FC between the brain regions or certain neural networks, adolescents with IA would experience behavioural changes. An investigation of these domains could be useful for creating better procedures and standards as well as minimising the negative effects of overt internet use. This literature review aims to summarise and analyse the evidence of various imaging studies that have investigated the effects of IA on the FC in adolescents. This will be addressed through two research questions:

• How does internet addiction affect the functional connectivity in the adolescent brain?
• How is adolescent behaviour and development impacted by functional connectivity changes due to internet addiction?

The review protocol was conducted in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (see S1 Checklist ).

Search strategy and selection process

A systematic search was conducted up until April 2023 from two sources of database, PubMed and PsycINFO, using a range of terms relevant to the title and research questions (see full list of search terms in S1 Appendix ). All the searched articles can be accessed in the S1 Data . The eligible articles were selected according to the inclusion and exclusion criteria. Inclusion criteria used for the present review were: (i) participants in the studies with clinical diagnosis of IA; (ii) participants between the ages of 10 and 19; (iii) imaging research investigations; (iv) works published between January 2013 and April 2023; (v) written in English language; (vi) peer-reviewed papers and (vii) full text. The numbers of articles excluded due to not meeting the inclusion criteria are shown in Fig 1 . Each study’s title and abstract were screened for eligibility.

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https://doi.org/10.1371/journal.pmen.0000022.g001

Quality appraisal

Full texts of all potentially relevant studies were then retrieved and further appraised for eligibility. Furthermore, articles were critically appraised based on the GRADE (Grading of Recommendations, Assessment, Development, and Evaluations) framework to evaluate the individual study for both quality and bias. The subsequent quality levels were then appraised to each article and listed as either low, moderate, or high.

Data collection process

Data that satisfied the inclusion requirements was entered into an excel sheet for data extraction and further selection. An article’s author, publication year, country, age range, participant sample size, sex, area of interest, measures, outcome and article quality were all included in the data extraction spreadsheet. Studies looking at FC, for instance, were grouped, while studies looking at FC in specific area were further divided into sub-groups.

Data synthesis and analysis

Articles were classified according to their location in the brain as well as the network or pathway they were a part of to create a coherent narrative between the selected studies. Conclusions concerning various research trends relevant to particular groupings were drawn from these groupings and subgroupings. To maintain the offered information in a prominent manner, these assertions were entered into the data extraction excel spreadsheet.

With the search performed on the selected databases, 238 articles in total were identified (see Fig 1 ). 15 duplicated articles were eliminated, and another 6 items were removed for various other reasons. Title and abstract screening eliminated 184 articles because they were not in English (number of article, n, = 7), did not include imaging components (n = 47), had adult participants (n = 53), did not have a clinical diagnosis of IA (n = 19), did not address FC in the brain (n = 20), and were published outside the desired timeframe (n = 38). A further 21 papers were eliminated for failing to meet inclusion requirements after the remaining 33 articles underwent full-text eligibility screening. A total of 12 papers were deemed eligible for this review analysis.

Characteristics of the included studies, as depicted in the data extraction sheet in Table 1 provide information of the author(s), publication year, sample size, study location, age range, gender, area of interest, outcome, measures used and quality appraisal. Most of the studies in this review utilised resting state functional magnetic resonance imaging techniques (n = 7), with several studies demonstrating task-based fMRI procedures (n = 3), and the remaining studies utilising whole-brain imaging measures (n = 2). The studies were all conducted in Asiatic countries, specifically coming from China (8), Korea (3), and Indonesia (1). Sample sizes ranged from 12 to 31 participants with most of the imaging studies having comparable sample sizes. Majority of the studies included a mix of male and female participants (n = 8) with several studies having a male only participant pool (n = 3). All except one of the mixed gender studies had a majority male participant pool. One study did not disclose their data on the gender demographics of their experiment. Study years ranged from 2013–2022, with 2 studies in 2013, 3 studies in 2014, 3 studies in 2015, 1 study in 2017, 1 study in 2020, 1 study in 2021, and 1 study in 2022.

https://doi.org/10.1371/journal.pmen.0000022.t001

(1) How does internet addiction affect the functional connectivity in the adolescent brain?

The included studies were organised according to the brain region or network that they were observing. The specific networks affected by IA were the default mode network, executive control system, salience network and reward pathway. These networks are vital components of adolescent behaviour and development [ 31 ]. The studies in each section were then grouped into subsections according to their specific brain regions within their network.

Default mode network (DMN)/reward network.

Out of the 12 studies, 3 have specifically studied the default mode network (DMN), and 3 observed whole-brain FC that partially included components of the DMN. The effect of IA on the various centres of the DMN was not unilaterally the same. The findings illustrate a complex mix of increases and decreases in FC depending on the specific region in the DMN (see Table 2 and Fig 2 ). The alteration of FC in posterior cingulate cortex (PCC) in the DMN was the most frequently reported area in adolescents with IA, which involved in attentional processes [ 32 ], but Lee et al. (2020) additionally found alterations of FC in other brain regions, such as anterior insula cortex, a node in the DMN that controls the integration of motivational and cognitive processes [ 20 ].

https://doi.org/10.1371/journal.pmen.0000022.g002

The overall changes of functional connectivity in the brain network including default mode network (DMN), executive control network (ECN), salience network (SN) and reward network. IA = Internet Addiction, FC = Functional Connectivity.

https://doi.org/10.1371/journal.pmen.0000022.t002

Ding et al. (2013) revealed altered FC in the cerebellum, the middle temporal gyrus, and the medial prefrontal cortex (mPFC) [ 22 ]. They found that the bilateral inferior parietal lobule, left superior parietal lobule, and right inferior temporal gyrus had decreased FC, while the bilateral posterior lobe of the cerebellum and the medial temporal gyrus had increased FC [ 22 ]. The right middle temporal gyrus was found to have 111 cluster voxels (t = 3.52, p<0.05) and the right inferior parietal lobule was found to have 324 cluster voxels (t = -4.07, p<0.05) with an extent threshold of 54 voxels (figures above this threshold are deemed significant) [ 22 ]. Additionally, there was a negative correlation, with 95 cluster voxels (p<0.05) between the FC of the left superior parietal lobule and the PCC with the Chen Internet Addiction Scores (CIAS) which are used to determine the severity of IA [ 22 ]. On the other hand, in regions of the reward system, connection with the PCC was positively connected with CIAS scores [ 22 ]. The most significant was the right praecuneus with 219 cluster voxels (p<0.05) [ 22 ]. Wang et al. (2017) also discovered that adolescents with IA had 33% less FC in the left inferior parietal lobule and 20% less FC in the dorsal mPFC [ 24 ]. A potential connection between the effects of substance use and overt internet use is revealed by the generally decreased FC in these areas of the DMN of teenagers with drug addiction and IA [ 35 ].

The putamen was one of the main regions of reduced FC in adolescents with IA [ 19 ]. The putamen and the insula-operculum demonstrated significant group differences regarding functional connectivity with a cluster size of 251 and an extent threshold of 250 (Z = 3.40, p<0.05) [ 19 ]. The molecular mechanisms behind addiction disorders have been intimately connected to decreased striatal dopaminergic function [ 19 ], making this function crucial.

Executive Control Network (ECN).

5 studies out of 12 have specifically viewed parts of the executive control network (ECN) and 3 studies observed whole-brain FC. The effects of IA on the ECN’s constituent parts were consistent across all the studies examined for this analysis (see Table 2 and Fig 3 ). The results showed a notable decline in all the ECN’s major centres. Li et al. (2014) used fMRI imaging and a behavioural task to study response inhibition in adolescents with IA [ 25 ] and found decreased activation at the striatum and frontal gyrus, particularly a reduction in FC at inferior frontal gyrus, in the IA group compared to controls [ 25 ]. The inferior frontal gyrus showed a reduction in FC in comparison to the controls with a cluster size of 71 (t = 4.18, p<0.05) [ 25 ]. In addition, the frontal-basal ganglia pathways in the adolescents with IA showed little effective connection between areas and increased degrees of response inhibition [ 25 ].

https://doi.org/10.1371/journal.pmen.0000022.g003

Lin et al. (2015) found that adolescents with IA demonstrated disrupted corticostriatal FC compared to controls [ 33 ]. The corticostriatal circuitry experienced decreased connectivity with the caudate, bilateral anterior cingulate cortex (ACC), as well as the striatum and frontal gyrus [ 33 ]. The inferior ventral striatum showed significantly reduced FC with the subcallosal ACC and caudate head with cluster size of 101 (t = -4.64, p<0.05) [ 33 ]. Decreased FC in the caudate implies dysfunction of the corticostriatal-limbic circuitry involved in cognitive and emotional control [ 36 ]. The decrease in FC in both the striatum and frontal gyrus is related to inhibitory control, a common deficit seen with disruptions with the ECN [ 33 ].

The dorsolateral prefrontal cortex (DLPFC), ACC, and right supplementary motor area (SMA) of the prefrontal cortex were all found to have significantly decreased grey matter volume [ 29 ]. In addition, the DLPFC, insula, temporal cortices, as well as significant subcortical regions like the striatum and thalamus, showed decreased FC [ 29 ]. According to Tremblay (2009), the striatum plays a significant role in the processing of rewards, decision-making, and motivation [ 37 ]. Chen et al. (2020) reported that the IA group demonstrated increased impulsivity as well as decreased reaction inhibition using a Stroop colour-word task [ 26 ]. Furthermore, Chen et al. (2020) observed that the left DLPFC and dorsal striatum experienced a negative connection efficiency value, specifically demonstrating that the dorsal striatum activity suppressed the left DLPFC [ 27 ].

Salience network (SN).

Out of the 12 chosen studies, 3 studies specifically looked at the salience network (SN) and 3 studies have observed whole-brain FC. Relative to the DMN and ECN, the findings on the SN were slightly sparser. Despite this, adolescents with IA demonstrated a moderate decrease in FC, as well as other measures like fibre connectivity and cognitive control, when compared to healthy control (see Table 2 and Fig 4 ).

https://doi.org/10.1371/journal.pmen.0000022.g004

Xing et al. (2014) used both dorsal anterior cingulate cortex (dACC) and insula to test FC changes in the SN of adolescents with IA and found decreased structural connectivity in the SN as well as decreased fractional anisotropy (FA) that correlated to behaviour performance in the Stroop colour word-task [ 21 ]. They examined the dACC and insula to determine whether the SN’s disrupted connectivity may be linked to the SN’s disruption of regulation, which would explain the impaired cognitive control seen in adolescents with IA. However, researchers did not find significant FC differences in the SN when compared to the controls [ 21 ]. These results provided evidence for the structural changes in the interconnectivity within SN in adolescents with IA.

Wang et al. (2017) investigated network interactions between the DMN, ECN, SN and reward pathway in IA subjects [ 24 ] (see Fig 5 ), and found 40% reduction of FC between the DMN and specific regions of the SN, such as the insula, in comparison to the controls (p = 0.008) [ 24 ]. The anterior insula and dACC are two areas that are impacted by this altered FC [ 24 ]. This finding supports the idea that IA has similar neurobiological abnormalities with other addictive illnesses, which is in line with a study that discovered disruptive changes in the SN and DMN’s interaction in cocaine addiction [ 38 ]. The insula has also been linked to the intensity of symptoms and has been implicated in the development of IA [ 39 ].

“+” indicates an increase in behaivour; “-”indicates a decrease in behaviour; solid arrows indicate a direct network interaction; and the dotted arrows indicates a reduction in network interaction. This diagram depicts network interactions juxtaposed with engaging in internet related behaviours. Through the neural interactions, the diagram illustrates how the networks inhibit or amplify internet usage and vice versa. Furthermore, it demonstrates how the SN mediates both the DMN and ECN.

https://doi.org/10.1371/journal.pmen.0000022.g005

(2) How is adolescent behaviour and development impacted by functional connectivity changes due to internet addiction?

The findings that IA individuals demonstrate an overall decrease in FC in the DMN is supported by numerous research [ 24 ]. Drug addict populations also exhibited similar decline in FC in the DMN [ 40 ]. The disruption of attentional orientation and self-referential processing for both substance and behavioural addiction was then hypothesised to be caused by DMN anomalies in FC [ 41 ].

In adolescents with IA, decline of FC in the parietal lobule affects visuospatial task-related behaviour [ 22 ], short-term memory [ 42 ], and the ability of controlling attention or restraining motor responses during response inhibition tests [ 42 ]. Cue-induced gaming cravings are influenced by the DMN [ 43 ]. A visual processing area called the praecuneus links gaming cues to internal information [ 22 ]. A meta-analysis found that the posterior cingulate cortex activity of individuals with IA during cue-reactivity tasks was connected with their gaming time [ 44 ], suggesting that excessive gaming may impair DMN function and that individuals with IA exert more cognitive effort to control it. Findings for the behavioural consequences of FC changes in the DMN illustrate its underlying role in regulating impulsivity, self-monitoring, and cognitive control.

Furthermore, Ding et al. (2013) reported an activation of components of the reward pathway, including areas like the nucleus accumbens, praecuneus, SMA, caudate, and thalamus, in connection to the DMN [ 22 ]. The increased FC of the limbic and reward networks have been confirmed to be a major biomarker for IA [ 45 , 46 ]. The increased reinforcement in these networks increases the strength of reward stimuli and makes it more difficult for other networks, namely the ECN, to down-regulate the increased attention [ 29 ] (See Fig 5 ).

Executive control network (ECN).

The numerous IA-affected components in the ECN have a role in a variety of behaviours that are connected to both response inhibition and emotional regulation [ 47 ]. For instance, brain regions like the striatum, which are linked to impulsivity and the reward system, are heavily involved in the act of playing online games [ 47 ]. Online game play activates the striatum, which suppresses the left DLPFC in ECN [ 48 ]. As a result, people with IA may find it difficult to control their want to play online games [ 48 ]. This system thus causes impulsive and protracted gaming conduct, lack of inhibitory control leading to the continued use of internet in an overt manner despite a variety of negative effects, personal distress, and signs of psychological dependence [ 33 ] (See Fig 5 ).

Wang et al. (2017) report that disruptions in cognitive control networks within the ECN are frequently linked to characteristics of substance addiction [ 24 ]. With samples that were addicted to heroin and cocaine, previous studies discovered abnormal FC in the ECN and the PFC [ 49 ]. Electronic gaming is known to promote striatal dopamine release, similar to drug addiction [ 50 ]. According to Drgonova and Walther (2016), it is hypothesised that dopamine could stimulate the reward system of the striatum in the brain, leading to a loss of impulse control and a failure of prefrontal lobe executive inhibitory control [ 51 ]. In the end, IA’s resemblance to drug use disorders may point to vital biomarkers or underlying mechanisms that explain how cognitive control and impulsive behaviour are related.

A task-related fMRI study found that the decrease in FC between the left DLPFC and dorsal striatum was congruent with an increase in impulsivity in adolescents with IA [ 26 ]. The lack of response inhibition from the ECN results in a loss of control over internet usage and a reduced capacity to display goal-directed behaviour [ 33 ]. Previous studies have linked the alteration of the ECN in IA with higher cue reactivity and impaired ability to self-regulate internet specific stimuli [ 52 ].

Salience network (SN)/ other networks.

Xing et al. (2014) investigated the significance of the SN regarding cognitive control in teenagers with IA [ 21 ]. The SN, which is composed of the ACC and insula, has been demonstrated to control dynamic changes in other networks to modify cognitive performance [ 21 ]. The ACC is engaged in conflict monitoring and cognitive control, according to previous neuroimaging research [ 53 ]. The insula is a region that integrates interoceptive states into conscious feelings [ 54 ]. The results from Xing et al. (2014) showed declines in the SN regarding its structural connectivity and fractional anisotropy, even though they did not observe any appreciable change in FC in the IA participants [ 21 ]. Due to the small sample size, the results may have indicated that FC methods are not sensitive enough to detect the significant functional changes [ 21 ]. However, task performance behaviours associated with impaired cognitive control in adolescents with IA were correlated with these findings [ 21 ]. Our comprehension of the SN’s broader function in IA can be enhanced by this relationship.

Research study supports the idea that different psychological issues are caused by the functional reorganisation of expansive brain networks, such that strong association between SN and DMN may provide neurological underpinnings at the system level for the uncontrollable character of internet-using behaviours [ 24 ]. In the study by Wang et al. (2017), the decreased interconnectivity between the SN and DMN, comprising regions such the DLPFC and the insula, suggests that adolescents with IA may struggle to effectively inhibit DMN activity during internally focused processing, leading to poorly managed desires or preoccupations to use the internet [ 24 ] (See Fig 5 ). Subsequently, this may cause a failure to inhibit DMN activity as well as a restriction of ECN functionality [ 55 ]. As a result, the adolescent experiences an increased salience and sensitivity towards internet addicting cues making it difficult to avoid these triggers [ 56 ].

The primary aim of this review was to present a summary of how internet addiction impacts on the functional connectivity of adolescent brain. Subsequently, the influence of IA on the adolescent brain was compartmentalised into three sections: alterations of FC at various brain regions, specific FC relationships, and behavioural/developmental changes. Overall, the specific effects of IA on the adolescent brain were not completely clear, given the variety of FC changes. However, there were overarching behavioural, network and developmental trends that were supported that provided insight on adolescent development.

The first hypothesis that was held about this question was that IA was widespread and would be regionally similar to substance-use and gambling addiction. After conducting a review of the information in the chosen articles, the hypothesis was predictably supported. The regions of the brain affected by IA are widespread and influence multiple networks, mainly DMN, ECN, SN and reward pathway. In the DMN, there was a complex mix of increases and decreases within the network. However, in the ECN, the alterations of FC were more unilaterally decreased, but the findings of SN and reward pathway were not quite clear. Overall, the FC changes within adolescents with IA are very much network specific and lay a solid foundation from which to understand the subsequent behaviour changes that arise from the disorder.

The second hypothesis placed emphasis on the importance of between network interactions and within network interactions in the continuation of IA and the development of its behavioural symptoms. The results from the findings involving the networks, DMN, SN, ECN and reward system, support this hypothesis (see Fig 5 ). Studies confirm the influence of all these neural networks on reward valuation, impulsivity, salience to stimuli, cue reactivity and other changes that alter behaviour towards the internet use. Many of these changes are connected to the inherent nature of the adolescent brain.

There are multiple explanations that underlie the vulnerability of the adolescent brain towards IA related urges. Several of them have to do with the inherent nature and underlying mechanisms of the adolescent brain. Children’s emotional, social, and cognitive capacities grow exponentially during childhood and adolescence [ 57 ]. Early teenagers go through a process called “social reorientation” that is characterised by heightened sensitivity to social cues and peer connections [ 58 ]. Adolescents’ improvements in their social skills coincide with changes in their brains’ anatomical and functional organisation [ 59 ]. Functional hubs exhibit growing connectivity strength [ 60 ], suggesting increased functional integration during development. During this time, the brain’s functional networks change from an anatomically dominant structure to a scattered architecture [ 60 ].

The adolescent brain is very responsive to synaptic reorganisation and experience cues [ 61 ]. As a result, one of the distinguishing traits of the maturation of adolescent brains is the variation in neural network trajectory [ 62 ]. Important weaknesses of the adolescent brain that may explain the neurobiological change brought on by external stimuli are illustrated by features like the functional gaps between networks and the inadequate segregation of networks [ 62 ].

The implications of these findings towards adolescent behaviour are significant. Although the exact changes and mechanisms are not fully clear, the observed changes in functional connectivity have the capacity of influencing several aspects of adolescent development. For example, functional connectivity has been utilised to investigate attachment styles in adolescents [ 63 ]. It was observed that adolescent attachment styles were negatively associated with caudate-prefrontal connectivity, but positively with the putamen-visual area connectivity [ 63 ]. Both named areas were also influenced by the onset of internet addiction, possibly providing a connection between the two. Another study associated neighbourhood/socioeconomic disadvantage with functional connectivity alterations in the DMN and dorsal attention network [ 64 ]. The study also found multivariate brain behaviour relationships between the altered/disadvantaged functional connectivity and mental health and cognition [ 64 ]. This conclusion supports the notion that the functional connectivity alterations observed in IA are associated with specific adolescent behaviours as well as the fact that functional connectivity can be utilised as a platform onto which to compare various neurologic conditions.

Limitations/strengths

There were several limitations that were related to the conduction of the review as well as the data extracted from the articles. Firstly, the study followed a systematic literature review design when analysing the fMRI studies. The data pulled from these imaging studies were namely qualitative and were subject to bias contrasting the quantitative nature of statistical analysis. Components of the study, such as sample sizes, effect sizes, and demographics were not weighted or controlled. The second limitation brought up by a similar review was the lack of a universal consensus of terminology given IA [ 47 ]. Globally, authors writing about this topic use an array of terminology including online gaming addiction, internet addiction, internet gaming disorder, and problematic internet use. Often, authors use multiple terms interchangeably which makes it difficult to depict the subtle similarities and differences between the terms.

Reviewing the explicit limitations in each of the included studies, two major limitations were brought up in many of the articles. One was relating to the cross-sectional nature of the included studies. Due to the inherent qualities of a cross-sectional study, the studies did not provide clear evidence that IA played a causal role towards the development of the adolescent brain. While several biopsychosocial factors mediate these interactions, task-based measures that combine executive functions with imaging results reinforce the assumed connection between the two that is utilised by the papers studying IA. Another limitation regarded the small sample size of the included studies, which averaged to around 20 participants. The small sample size can influence the generalisation of the results as well as the effectiveness of statistical analyses. Ultimately, both included study specific limitations illustrate the need for future studies to clarify the causal relationship between the alterations of FC and the development of IA.

Another vital limitation was the limited number of studies applying imaging techniques for investigations on IA in adolescents were a uniformly Far East collection of studies. The reason for this was because the studies included in this review were the only fMRI studies that were found that adhered to the strict adolescent age restriction. The adolescent age range given by the WHO (10–19 years old) [ 65 ] was strictly followed. It is important to note that a multitude of studies found in the initial search utilised an older adolescent demographic that was slightly higher than the WHO age range and had a mean age that was outside of the limitations. As a result, the results of this review are biased and based on the 12 studies that met the inclusion and exclusion criteria.

Regarding the global nature of the research, although the journals that the studies were published in were all established western journals, the collection of studies were found to all originate from Asian countries, namely China and Korea. Subsequently, it pulls into question if the results and measures from these studies are generalisable towards a western population. As stated previously, Asian countries have a higher prevalence of IA, which may be the reasoning to why the majority of studies are from there [ 8 ]. However, in an additional search including other age groups, it was found that a high majority of all FC studies on IA were done in Asian countries. Interestingly, western papers studying fMRI FC were primarily focused on gambling and substance-use addiction disorders. The western papers on IA were less focused on fMRI FC but more on other components of IA such as sleep, game-genre, and other non-imaging related factors. This demonstrated an overall lack of western fMRI studies on IA. It is important to note that both western and eastern fMRI studies on IA presented an overall lack on children and adolescents in general.

Despite the several limitations, this review provided a clear reflection on the state of the data. The strengths of the review include the strict inclusion/exclusion criteria that filtered through studies and only included ones that contained a purely adolescent sample. As a result, the information presented in this review was specific to the review’s aims. Given the sparse nature of adolescent specific fMRI studies on the FC changes in IA, this review successfully provided a much-needed niche representation of adolescent specific results. Furthermore, the review provided a thorough functional explanation of the DMN, ECN, SN and reward pathway making it accessible to readers new to the topic.

Future directions and implications

Through the search process of the review, there were more imaging studies focused on older adolescence and adulthood. Furthermore, finding a review that covered a strictly adolescent population, focused on FC changes, and was specifically depicting IA, was proven difficult. Many related reviews, such as Tereshchenko and Kasparov (2019), looked at risk factors related to the biopsychosocial model, but did not tackle specific alterations in specific structural or functional changes in the brain [ 66 ]. Weinstein (2017) found similar structural and functional results as well as the role IA has in altering response inhibition and reward valuation in adolescents with IA [ 47 ]. Overall, the accumulated findings only paint an emerging pattern which aligns with similar substance-use and gambling disorders. Future studies require more specificity in depicting the interactions between neural networks, as well as more literature on adolescent and comorbid populations. One future field of interest is the incorporation of more task-based fMRI data. Advances in resting-state fMRI methods have yet to be reflected or confirmed in task-based fMRI methods [ 62 ]. Due to the fact that network connectivity is shaped by different tasks, it is critical to confirm that the findings of the resting state fMRI studies also apply to the task based ones [ 62 ]. Subsequently, work in this area will confirm if intrinsic connectivity networks function in resting state will function similarly during goal directed behaviour [ 62 ]. An elevated focus on adolescent populations as well as task-based fMRI methodology will help uncover to what extent adolescent network connectivity maturation facilitates behavioural and cognitive development [ 62 ].

A treatment implication is the potential usage of bupropion for the treatment of IA. Bupropion has been previously used to treat patients with gambling disorder and has been effective in decreasing overall gambling behaviour as well as money spent while gambling [ 67 ]. Bae et al. (2018) found a decrease in clinical symptoms of IA in line with a 12-week bupropion treatment [ 31 ]. The study found that bupropion altered the FC of both the DMN and ECN which in turn decreased impulsivity and attentional deficits for the individuals with IA [ 31 ]. Interventions like bupropion illustrate the importance of understanding the fundamental mechanisms that underlie disorders like IA.

The goal for this review was to summarise the current literature on functional connectivity changes in adolescents with internet addiction. The findings answered the primary research questions that were directed at FC alterations within several networks of the adolescent brain and how that influenced their behaviour and development. Overall, the research demonstrated several wide-ranging effects that influenced the DMN, SN, ECN, and reward centres. Additionally, the findings gave ground to important details such as the maturation of the adolescent brain, the high prevalence of Asian originated studies, and the importance of task-based studies in this field. The process of making this review allowed for a thorough understanding IA and adolescent brain interactions.

Given the influx of technology and media in the lives and education of children and adolescents, an increase in prevalence and focus on internet related behavioural changes is imperative towards future children/adolescent mental health. Events such as COVID-19 act to expose the consequences of extended internet usage on the development and lifestyle of specifically young people. While it is important for parents and older generations to be wary of these changes, it is important for them to develop a base understanding of the issue and not dismiss it as an all-bad or all-good scenario. Future research on IA will aim to better understand the causal relationship between IA and psychological symptoms that coincide with it. The current literature regarding functional connectivity changes in adolescents is limited and requires future studies to test with larger sample sizes, comorbid populations, and populations outside Far East Asia.

This review aimed to demonstrate the inner workings of how IA alters the connection between the primary behavioural networks in the adolescent brain. Predictably, the present answers merely paint an unfinished picture that does not necessarily depict internet usage as overwhelmingly positive or negative. Alternatively, the research points towards emerging patterns that can direct individuals on the consequences of certain variables or risk factors. A clearer depiction of the mechanisms of IA would allow physicians to screen and treat the onset of IA more effectively. Clinically, this could be in the form of more streamlined and accurate sessions of CBT or family therapy, targeting key symptoms of IA. Alternatively clinicians could potentially prescribe treatment such as bupropion to target FC in certain regions of the brain. Furthermore, parental education on IA is another possible avenue of prevention from a public health standpoint. Parents who are aware of the early signs and onset of IA will more effectively handle screen time, impulsivity, and minimize the risk factors surrounding IA.

Additionally, an increased attention towards internet related fMRI research is needed in the West, as mentioned previously. Despite cultural differences, Western countries may hold similarities to the eastern countries with a high prevalence of IA, like China and Korea, regarding the implications of the internet and IA. The increasing influence of the internet on the world may contribute to an overall increase in the global prevalence of IA. Nonetheless, the high saturation of eastern studies in this field should be replicated with a Western sample to determine if the same FC alterations occur. A growing interest in internet related research and education within the West will hopefully lead to the knowledge of healthier internet habits and coping strategies among parents with children and adolescents. Furthermore, IA research has the potential to become a crucial proxy for which to study adolescent brain maturation and development.

Supporting information

S1 checklist. prisma checklist..

https://doi.org/10.1371/journal.pmen.0000022.s001

S1 Appendix. Search strategies with all the terms.

https://doi.org/10.1371/journal.pmen.0000022.s002

S1 Data. Article screening records with details of categorized content.

https://doi.org/10.1371/journal.pmen.0000022.s003

Acknowledgments

The authors thank https://www.stockio.com/free-clipart/brain-01 (with attribution to Stockio.com); and https://www.rawpixel.com/image/6442258/png-sticker-vintage for the free images used to create Figs 2 – 4 .

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Get science-backed answers as you write with Paperpal's Research feature

What’s the Best ChatGPT Alternative for Academic Writing?

Mastering academic writing takes years of dedicated practice. However, with the emergence of AI tools based on large language models like ChatGPT, navigating the initial stages of this competitive landscape feels almost effortless. ChatGPT and ChatGPT alternatives can automate the more tedious tasks in research, potentially freeing up time for more creative and intellectually stimulating activities. The resulting sense of accomplishment and focus on core academic strengths could boost self-esteem.  

However, concerns exist about academics’ over-reliance on the tool and its potential drawbacks in an academic setting. This ChatGPT review highlights the benefits and risks associated with the tool for research and academic writing and suggests a free ChatGPT alternative to ensure responsible and ethical use of AI tools in academic writing. 

Table of Contents

• What is ChatGPT and How Does it Work?  
• Why do novice researchers and PhD students rely on ChatGPT for academic writing?  
• Pros of ChatGPT  
• Cons of ChatGPT 
• ChatGPT Pricing Plans 
• What is the best free alternative to ChatGPT for academic writing?  
• Paperpal’s Pricing Plans  
• Who Should Use ChatGPT? 
• Who Should Use Paperpal? 

Frequently Asked Questions

What is chatgpt and how does it work.

Launched in November 2022 by OpenAI, ChatGPT is an AI tool that combines a chatbot and virtual assistant. Powered by large language models, it lets you guide your conversation with ChatGPT in terms of length, formality, style, and even the specific language used. 

ChatGPT is built on OpenAI’s proprietary series of generative pre-trained transformer (GPT) models and is fine-tuned to deliver naturally flowing conversations using a combination of supervised learning and reinforcement learning from real-time human feedback. 1  

While its core function is to hold conversations like a human, ChatGPT’s true strength lies in its versatility. ChatGPT can generate different types of content. Its capabilities extend further to translating languages, answering your questions in an informative way, and even simulating experiences like a chatroom game. 

Why do novice researchers and PhD students rely on ChatGPT for academic writing ?

Novice researchers and PhD students rely on ChatGPT or ChatGPT alternatives for several reasons: 

• Limited research experience: Novice researchers may struggle to write a research synopsis or article for the first time due to lack of experience in research processes. 
• Unclear research question: Endless literature search and defining a clear research question or hypothesis is a universal challenge.  
• Time management: Heavy workload and submission deadlines can make it difficult for researchers to carve out dedicated research time. 
• Academic writing formats: Unfamiliarity with formatting and style requirements for academic journals can lead to errors. 
• English language barrier: For non-native English speakers, expressing ideas clearly and concisely can be challenging. 
• Resource limitations: Limited access to research databases, specialized software, or adequate peer/mentor feedback can hinder research writing quality. 

Is ChatGPT Safe for Research and Academic Use: Pros and Cons of ChatGPT

ChatGPT’s ability to understand natural language and revert with coherent and relevant responses makes it an attractive option for academics. However, there are critical challenges to overcome when using ChatGPT in research: the possibility of plagiarism and academic dishonesty. Let’s explore them below. 

Pros of ChatGPT

• Can spark ideas and overcome writer’s block: ChatGPT can help brainstorm topics, generate outlines, formulate research questions, and suggest different ways to phrase your arguments. 
• Improve academic writing style, fluency and efficiency: For novice researchers and PhD students, ChatGPT can help maintain academic writing proficiency, improve flow, and make your writing more concise. 
• Can translate and summarize research in other languages: For non-native researchers, ChatGPT can help in expressing your ideas clearly in English as well as translate research to your preferred language.  

Get 3x more language suggestions tailored to academic writing. Start writing now!  

Cons of ChatGPT

• AI trained on a generic database: ChatGPT is trained on a generic database, so it often fails to provide support tailored to academic context.  
• Risk of misinformation: If you’re relying on ChatGPT for literature review, the tool might suggest articles from predatory journals, without proper verification. Unlike academic databases, ChatGPT doesn’t check for source quality or credibility. It might recommend fabricated, biased, outdated, or poorly researched articles. 
• Prompt writing hassles: Large language models like ChatGPT rely heavily on how you instruct them. Crafting clear prompts with specific context is crucial (prompt engineering). This helps ensure the generated content aligns with your needs. The downside? For research, poorly phrased prompts in ChatGPT can lead to unreliable, incomplete, or even misleading information.  
• Informal language and nuances: Academic writing requires precise wording to express subtle distinctions. You need a formal tone that establishes your credibility and conveys complex ideas clearly. ChatGPT might use simpler terms that miss the mark, leading to a superficial understanding of the topic. 
• AI hallucination: If you ask ChatGPT to find and cite sources for you, it will do so, but they could be inaccurate or even made up. It can also generate factually incorrect information, which can lead to serious repercussions in academia. OpenAI even has a warning on its home screen, saying that ‘ChatGPT may produce inaccurate information about people, places, or facts.’ 1  
• Data privacy concerns: ChatGPT uses your data to train its models. If your research notes include sensitive data, you no longer have control over the information once it is in the chatbot library, unless you opt-out. 2  
• Ethical ambiguity around plagiarism: While ChatGPT doesn’t directly copy, it can unintentionally rephrase and reuse ideas from existing sources without proper citation. ChatGPT cannot distinguish between original sources and can weave information from various sources without acknowledging them. This can be flagged as plagiarism even if it’s not a deliberate attempt. 

ChatGPT Pricing Plans

ChatGPT offers both free and paid subscription plans for individuals and teams. Here’s what you get with each:  

• Free Plan – This plan allows users to access ChatGPT using the GPT-3.5 model without any cost. It’s a great option for new users who want to explore the capabilities of ChatGPT without financial commitment. However, this model is only trained on data till September 2021, so may not be able to provide more updated support.  
• ChatGPT Plus ($20/month): This plan avoids wait times and provides users with faster responses even during peak hours. It also unlocks features like image generation, interactive tables and charts, and priority access to OpenAI’s latest functionalities as they’re released. 
• ChatGPT Team ($25/month): This plan includes ChatGPT Plus with the ability to create and share custom GPTs within a workspace; it also comes with an admin console for workspace management. 
• ChatGPT Enterprise (Customized Pricing): Tailored for large organizations, this plan offers everything included in ChatGPT Team with unlimited high-speed access to GPT-4 and other tools, expanded context windows, and enhanced security and administrative controls. 

Looking for a ChatGPT alternative for academic writing? Try Paperpal  

What is the best free alternative to ChatGPT for academic writing?

Paperpal , a comprehensive AI academic writing assistant is the preferred free alternative to ChatGPT for more than 1Mn+ academics. Trained on millions of scholarly articles and leveraging over 22 years of STM expertise, Paperpal understands and preserves academic context. This ensures that its language suggestions and AI-generated text not only meets stringent linguistic standards but also aligns with academic writing conventions.  

Paperpal as a free ChatGPT alternative provides you with an effortless writing experience with:  

• In-depth Language Checks: Tailored for academic text, Paperpal provides 200+ language suggestions based on scientific contexts, while retaining domain-specific terminology, scientific jargon, and non-English words.   
• Search and Cite: Get science-backed answers with verified citations to your questions from over 250 million research articles across all key disciplines. Paperpal’s AI ranks these papers based on their relevance to your query, and generates a concise, fact-based response summarizing the insights from the top 10 articles. You can also save relevant articles to your Citation Library, which helps you to research, write and cite on-the go. 

Fig 1: Finding existing literature on a research topic using Paperpal Research

• Predictive Writing: If you’re struggling to convey ideas into written content, simply add a starting sentence of over 10 words, and Paperpal’s Write will predict 3 possible suggestions for a follow-up sentence based on context, writing requirements, or custom instructions. With Paperpal Write , you can expand existing content, write a counterargument, or get custom outputs based on prompts. 
• Plagiarism Checker: Paperpal checks your paper for similarity against Turnitin’s extensive database of 100 billion online webpages and provides you with a free similarity score. You can also choose the detailed plagiarism report with color-coded results and side-by-side comparisons to help you address actionable items, cite overlooked sources, and avoid accidental plagiarism .   
• Contextual Synonyms: Struggling with academic vocabulary? Just highlight a word and Paperpal instantly dives into a vast database of high-impact research, analyzing how similar words have been used in published papers. It then presents you with a list of relevant academic vocabulary alternatives , ranked by their usage and context, so you’re always using the right words.     
• Academic Translation: Translating academic text with ChatGPT often introduces avoidable distractions and unnecessary context-switching, leading to miscommunication. On the other hand, Paperpal leverages DeepL to provide accurate academic translation from 28 languages to English without changing the context or meaning.    
• Academic Consistency Checks: Paperpal’s consistency checks ensure style uniformity in the presentation of p-values, symbols, and statistics. With consistency checks, this ChatGPT alternative saves a lot of proofreading time for researchers and students.  
• Generative AI Writing Templates: Paperpal’s generative AI writing features allow users to generate outlines and titles, create abstracts, summaries, study highlights, or craft powerful emails to journals in a click – and without the need of writing extensive prompts.   
• Rewrite: Paperpal also provides accurate paraphrasing and instant word reduction to help you meet prescribed word counts. Unlike other ChatGPT alternatives, Paperpal also ensures a formal academic tone and retains the meaning of your work in the output.  
• Submission Readiness – Paperpal knows that academics need to check several elements to ensure their work is submission ready, which is why it offers 30+ language and technical compliance pre-submission checks to boost your manuscript’s chance of acceptance.    

Paperpal’s Pricing Plans

Free Plan:   

Compared to ChatGPT’s free version, Paperpal offers a wider variety of features that are tailored to enhance academic writing. You get access to the following features:  

• Language suggestions – 200/month  
• Rewrite (Paraphrase, Trim, and more) 
• Research (Search and Cite)  
• Templates to kickstart writing   
• Predictive Writing 
• Translate   
• Free plagiarism report  
• Free submission readiness report   

You also get to experience the free version of Editage All Access Pack – a subscription-based platform that unifies the best AI tools and services designed to speed up, simplify, and streamline every step of a researcher’s journey.  

Paperpal Prime:   

Paperpal’s Prime plan unlocks unlimited access to all the free features, plus consistency checks and 7,000 words/month of plagiarism checks at just US$19/month, US$39/quarter or US$119 per year.   

Paperpal also offers Teams plans for larger groups with exclusive discounts on annual plans.  

Tired of juggling ChatGPT alternatives? Paperpal is the all-in-one research and writing assistant  

Paperpal vs. ChatGPT: Which is the Best AI Tool for Academic Writing?

Here’s a feature comparison of ChatGPT alternative Paperpal and ChatGPT focused on academic writing and research usage.

ChatGPT excels in generating various text formats, translating languages, and answering queries informatively. However, it has significant limitations when it comes to academic writing and research. The major reasons why academics prefer better ChatGPT alternatives include unintentional plagiarism, lack of academic expertise, source reliability, language precision, and AI hallucination. 

One of the most preferred ChatGPT alternatives, Paperpal, excels in academic writing, with features designed to meet the stringent linguistic and formatting standards required for scholarly publication. Given the comprehensive AI academic writing toolkit’s capabilities, Paperpal’s pricing plans are also a tad bit lower than ChatGPT.   

Who Should Use ChatGPT?

ChatGPT is suitable for users who need a versatile tool for generating creative text formats, translating languages, and engaging in informative conversations. The Plus plan is ideal for those requiring faster response times and access to the latest AI functionalities. 

Who Should Use Paperpal?

• Researchers and PhD Students – Paperpal is a highly recommended free ChatGPT alternative due to its focus on academic writing and robust features designed to aid in research and manuscript preparation. The language checks, paraphrasing, in-built writing prompts, search and cite options, predictive writing capabilities, and plagiarism checker prove especially invaluable. 
• Non-Native English Speakers – Paperpal is the preferred choice for those with English as a second language due to its accurate academic translations, writing support, and extensive language correction, which helps in expressing ideas clearly and concisely in English. 
• Users looking for Comprehensive Academic Writing Support – Paperpal provides a more tailored and advanced set of tools for academic writing compared to other ChatGPT alternatives, including contextual synonyms, academic consistency checks, and AI writing templates, making it the better choice for academics seeking a reliable writing assistant. 
• Users Concerned About Data Privacy –  Paperpal promises to keep your data private and confidential; unlike ChatGPT, it does not train its models with user data. Moreover, the copyright for all text generated or enhanced on Paperpal will always remain with you.  

Try Paperpal, the best ChatGPT alternative for free and get an all-in-one academic writing toolkit to excel in academia. Sign up for free!  

ChatGPT might not be safe for academic writing. Here’s why:  Inaccuracy: ChatGPT excels at generating human-like text, but it can be factually incorrect. Double-checking information and citing credible sources remains crucial.  Lack of Originality: Plagiarism through direct use of ChatGPT outputs is a serious concern. It’s a tool to aid, not replace, your own thinking and analysis.  Academic Integrity: Universities have strict plagiarism policies. Using ChatGPT to generate content you present as your own is a violation.    Instead, try using ChatGPT alternatives like Paperpal, which is tailored to academic writing, to get real-time, subject-specific suggestions and write better, faster.      

Yes, you can use ChatGPT or any other ChatGPT alternative for research, but with caution. Here’s how it can be helpful:  Brainstorming: Stuck on a research topic or thesis statement? ChatGPT can help generate ideas and explore different angles.  Literature Review: It can help you identify relevant keywords and search for existing research on your topic. Remember, you still need to critically evaluate the sources it suggests.  Outlining: Need a structure for your research proposal? ChatGPT can create a basic outline to get you started.   

Here’s how you can use ChatGPT for your research proposal – Provide Context: Clearly explain your research topic and goals to ChatGPT.  Refine Outputs: Don’t accept everything it generates at face value. Fact-check, critically analyze, and edit the information it provides.  Focus on the “Why”: Use ChatGPT to brainstorm ideas but focus on understanding the “why” behind your research question. 

No. While it can be a helpful tool, it shouldn’t be your primary source of information. Always rely on credible academic sources and conduct your own thorough research.    Remember:   Critical thinking is essential   Verification of the scientific accuracy of sources is paramount  Responsible AI use upholds academic integrity    Check with your university’s policies on AI use in academic writing. Consider using ChatGPT alongside other academic writing tools like Paperpal to get the best output.   

• OpenAI. (2023). Introducing ChatGPT. https://openai.com/index/chatgpt/
• OpenAI. (2023). ChatGPT pricing, capabilities, and limitations. https://openai.com/chatgpt/pricing/

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• Why Not to Use ChatGPT for Academic Writing
• How Paperpal’s Built-In Academic Writing Prompts Make It a Better Alternative to ChatGPT
• Grammarly Review – Is Grammarly Worth it? [2024 Update]
• Why Traditional Editorial Process Needs An Upgrade?

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Everything You Need to Know About Best AI for Writing Essays in 2023

• June 18, 2024
• Tricks and Tips
• AI Essay Writing Trends
• AI for Writing Essays
• AI in education
• AI Writing Software Market
• AI writing tools
• Automated Essay Scoring
• Essay Content Generation
• Ethical AI Use in Writing
• Modern AI Technologies
• natural language processing

Today’s fast-paced has woven itself into many aspects of our lives. AI is practically everywhere, from voice assistants like Siri guiding your day to recommendation algorithms on Netflix suggesting your next binge-watch. One of the most exciting applications is in writing, specifically for drafting essays. Imagine you’re a student scrambling to meet deadlines or a professional juggling multiple tasks—AI could be a revolutionary. But what exactly is AI for writing essays , and how does it work? Let’s dive in and explore this fascinating technology that promises to revolutionize the way you write.

Table of Contents

What You Need to Know About Best AI for Writing Essays

Today’s fast-paced has become a major part of daily life, showing up everywhere, from voice assistants like Siri and Alexa to recommendation algorithms on platforms like Netflix and Amazon. One exciting and rapidly growing application of AI is in essay writing. Whether you’re a student racing against deadlines or a professional juggling multiple tasks, AI for writing essays can be a real revolutionary.

Imagine you’re facing a looming essay deadline and just can’t get your thoughts together. This is where AI writing tools come in handy. For example, tools like MyEssayWriter.ai offer a variety of functionalities to assist in brainstorming ideas, creating outlines, and even generating complete essays. These tools not only save time but also help improve the quality of your writing.

However, using these tools isn’t just about convenience. Artificial Intelligence relies on Natural Language Processing (NLP) to generate coherent, contextually accurate content. With advancements in technology, modern AI tools like GPT-4 have considerably upped the ante in terms of quality and relevance. By using such tools, you can simplify your writing process and focus more on refining your ideas.

However, it’s essential to consider the ethical aspects of using AI for essay writing . You must ensure you’re using these tools to complement your skills, not replace them. Reviewing and editing AI-generated content is critical to maintaining academic honesty and upholding writing standards.

You can check out this comprehensive review to learn more about the best AI tools for essay writing. Interested in the best AI chatbots of 2024, including those designed for writing tasks? Find more information here . Besides, the Chalkbeat article explores how AI reshapes teaching and grading writing in educational settings.

What is AI for Writing Essays?

AI for writing essays relies heavily on Natural Language Processing (NLP) technologies to understand, generate, and manipulate human language. Essentially, NLP enables AI to comprehend your essay prompts and deliver coherent and contextually accurate responses. This technology is integral to making your writing process smoother and more efficient.

Another major concept is Automated Essay Scoring (AES). This feature is designed to grade essays instantly, providing valuable grammar, usage, and content quality feedback. For students, AES can be an excellent tool for improving writing skills and receiving immediate evaluations.

AI also excels in content generation. Imagine having a brainstorming partner or an outline creator that could save you hours of planning. These AI tools can help you generate complete essays and often come with added functionalities like grammar checking, plagiarism detection , and style improvement. This makes them incredibly versatile and useful for various writing needs.

However, ethical considerations should not be overlooked. Issues like academic honesty and data privacy are critical when using AI for essay writing. It’s important to ensure you’re using these tools ethically and not becoming overly reliant on them. You can read more about the ethical concerns educators have raised here .

What Are the Current Trends and Data on AI for Writing Essays?

The environment of AI for writing essays is rapidly developing, with several notable trends and data points emphasizing its growing significance. One of the most prominent developments is the increasing popularity of AI writing tools. According to recent studies, many educational institutions and content creators are now adopting these technologies, showing a clear trend toward broader acceptance.

Another key factor driving this popularity is technological advancements. Modern AI writing tools, such as OpenAI’s GPT-4, have seen major improvements in generating coherent, relevant, and high-quality content. These technologies enable AI writing tools to provide more detailed and sophisticated essays, making them extremely valuable for students and professionals. You can read more about the best AI writing tools here .

Moreover , the AI writing software market is experiencing substantial growth. The sector is projected to expand by over 30% annually, reflecting the increasing demand for such tools. This growth is fueled by continuous improvements in machine learning and natural language processing (NLP), which make AI writing software more accessible and effective. Discover the top AI writing tools here .

However, it’s essential to acknowledge the ethical considerations linked to the rising use of AI in essay writing. Educational institutions are confronting challenges regarding the ethical use of these tools, especially concerning academic honesty and the authenticity of student work. To dig deeper into this issue, check out this insightful article on the challenges campuses face here .

How Do You Choose the Right AI Tool for Writing Essays?

Choosing the right AI tool for writing essays can seem challenging, but a careful approach can help you find the perfect match for your needs. Here are some practical tips to guide you through the process.

Choose the Right Tool

Not all AI writing tools offer the same features or levels of quality. Some tools excel at generating content ideas, while others are better suited for checking grammar and style. For instance, OpenAI’s GPT series, such as ChatGPT , has been praised for its ability to understand complex prompts and generate coherent and contextually accurate essays. According to ZDNet , tools like ChatGPT can help you overcome writer’s block by providing starting points and drafting paragraphs.

Review and Edit

It’s critical to remember that while AI-generated content can be impressive, it is not infallible. Always review and edit the content for accuracy and ensure it meets your assignment’s requirements. A study conducted using AI to write essays for top universities found that the essays were generally passable but still needed human refinement to meet high academic standards ( The New York Times ).

Understand Its Limits

AI can simplify your writing process, but it shouldn’t replace your creativity. Use AI tools to complement your writing skills. An Oxford University course module allowed students to use AI to write essays, aiming to help them understand how to use these tools effectively rather than rely solely on them ( Business Insider ).

Stay Ethical

Ethical considerations are foremost when using AI for writing. Passing off AI-generated essays as your own work can be considered academic dishonesty. Instead, use these tools for inspiration or as rough drafts to refine further. As The Atlantic argues, AI could even spur the rebirth of creative writing by encouraging students to explore new ideas.

Common Questions or Misconceptions About AI for Writing Essays

You might wonder, “Is AI writing plagiarism ?” The answer is no. AI writing tools generate original content based on the prompts they receive. However, it’s always a good practice to check for plagiarism to ensure the uniqueness of the text. According to Teen Vogue , AI can assist in writing but cannot capture personal details essential for college admissions essays.

One common misconception is whether AI will replace human writers. While AI tools like ChatGPT can generate high-quality content, they lack the depth, creativity, and emotional intelligence that human writers bring. So, human expertise remains irreplaceable, especially for detailed and complex topics.

Is the quality of AI-written essays good? It can vary. High-end tools like Jasper.ai offer impressive results, but you should always review and fine-tune the content to match your needs and ensure it captures any detailed points effectively.

Finally, you may ask if using AI to write essays is cheating. This largely depends on the context. Using AI to generate ideas or improve your draft isn’t an issue. However, submitting AI-written essays as your own academic work could be considered dishonest, as a QZ article notes.

Final Words

In summary, AI for writing essays offers a powerful combination of efficiency and innovation. By understanding its foundational concepts and staying updated with current trends, you can effectively use these technologies to enhance your writing. Always remember to choose the right tool, review and edit AI-generated content, and use the technology ethically. AI applications in writing provide exciting possibilities, but your creativity and critical thinking are irreplaceable. Welcome AI as a complementary tool to enhance your writing process. Why not try an AI writing tool today and see how it can change your writing journey?

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• Association between COVID-19 vaccination and menstruation: a state of the science review
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• http://orcid.org/0000-0001-5999-9101 Laura A Payne 1 , 2 ,
• Lauren A Wise 3 ,
• Amelia K Wesselink 3 ,
• Siwen Wang 4 ,
• Stacey A Missmer 2 , 4 , 5 ,
• Alison Edelman 6
• 1 McLean Hospital , Belmont , Massachusetts , USA
• 2 Harvard Medical School , Boston , Massachusetts , USA
• 3 Boston University School of Public Health , Boston , Massachusetts , USA
• 4 Harvard T H Chan School of Public Health , Boston , Massachusetts , USA
• 5 Michigan State University , East Lansing , Michigan , USA
• 6 Oregon Health & Science University , Portland , Oregon , USA
• Correspondence to Dr Laura A Payne, McLean Hospital, Belmont, Massachusetts, USA; LPayne{at}mclean.harvard.edu

Introduction Menstrual health is a key patient-reported outcome beyond its importance as a general indicator of health and fertility. However, menstrual function was not measured in the clinical trials of COVID-19 vaccines. The purpose of this review was to synthesise the existing literature on the relationship between COVID-19 vaccination and menstrual health outcomes.

Methods A PubMed search to 31 October 2023 identified a total of 53 publications: 11 prospective cohort studies, 11 retrospective cohort studies or registry-based cohort studies, and 31 cross-sectional or retrospective case–control studies.

Results Identified studies were generally at moderate-to-high risk of bias due to retrospective design, interviewer bias, and failure to include a non-vaccinated control group. Nonetheless, the bulk of the literature demonstrates that COVID-19 vaccine is associated with temporary changes in menstrual characteristics (cycle length and flow) and menstrual pain. Follicular phase (at the time of vaccination) is associated with greater increases in cycle length. Evidence suggests temporary post-vaccine menstrual changes in adolescents, abnormal vaginal bleeding in postmenopausal individuals, and a potential protective effect of using hormonal contraception.

Conclusions In this review we found evidence supporting an association between the COVID-19 vaccine and menstrual health outcomes. Given the importance of menstrual function to overall health, we recommend that all future vaccine trials include menstruation as a study outcome. Future vaccine studies should include rigorous assessment of the menstrual cycle as an outcome variable to limit sources of bias, identify biological mechanisms, and elucidate the impact of stress.

• Reproductive Health

https://doi.org/10.1136/bmjsrh-2024-202274

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Competing interests LAP has served as a consultant for Bayer Healthcare and Mahana Therapeutics. LAW receives in-kind donations from Swiss Precision Diagnostics (home pregnancy tests) and fertility-tracking apps (Kindara) for primary data collection in PRESTO. LAW also receives consulting fees from the Gates Foundation and AbbVie, Inc. SAM has received institutional grants from AbbVie, Inc., National Institutes for Health (NIH), Department of Defense, and the Marriott Family Foundation and received honoraria from the University of British Colombia, WERF, Huilin Shanghai, and University of Kansas Medical Center. SAM has also received travel support from the Society for Reproductive Investigation, ESHRE 2022, FWGBD 2022, University of Michigan, Massachusetts Institute of Technology, ASRM 2022, LIDEA Registry, Taiwan Endometriosis Society, SEUD, and thr Japan Endometriosis Society. SAM has participated on advisory boards for AbbVie, Roche, Frontiers in Reproductive Health, Abbott, Human Reproduction, and LIDEA Registry. ABE received royalties from Up To Date.

Provenance and peer review Not commissioned; externally peer reviewed.

Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.

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