Ethically Selecting, Citing and Synthesizing WEEKS

Related Literature 3-5

Lesson
I
Getting so much better! You are getting near towards a successful
research work! After having a concrete understanding of a research topic and the
systematic ways of planning it as well as in crafting SMART and purpose-driven
research problem statements in accordance with the acceptable guidelines, this
section will broaden your background and knowledge about your initial research
topic and the concepts and issues around it.
As you learn more about it through reading various materials, you will
discover and be able to scholarly and ethically select, cite and synthesize related
literature and studies. Before we jump in to that point, let us do a simple recall of
these important concepts in writing a research.

Related Literature
A research should have a good review of existing knowledge that it will
stand on. A research topic is more likely to become “researchable” if it is a
determined research gap from the available literature and studies from various
resources.
Literature in its conceptual definition refers to a collection of written work
with a heightened and artistic use of words may it be fiction or nonfiction.
However, in its operational definition in research, this terminology refers to
published information in a particular subject area which sometimes covers a
certain period of time.
Related literature can come and be taken from the following types of
resources (Clemente, Julaton, & Orleans, 2016):
A. General references - books, monographs, conference manuals,
research articles, professional journals and similar documents
B. Primary sources - academic research and university research
journals and reputable organizations
C. Secondary sources - articles, analyses, essays, newspaper, single
or multiple authored textbooks
D. Tertiary resources - books based on secondary sources that
interprets the work of others.
One of the major tasks of a researcher, like you, is to review various
references to survey theories and concepts about your research interest. This will
give you a better perspective of your research topic and eventually identify the
research gap.

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 It is sure that you are now ready to delve deeper in reviewing related
literature about your initial research topic! Maintain that level of enthusiasm and
energy as we get into the real thing!
At this point, as you work on searching for information that is related to
your research topic, you have to make considerations of some characteristics that
make a material worth taking and citing. Go ahead and read them.

Characteristics of Materials to be Cited

Having recalled the definition of literature, its purpose, and sources. It is
important to learn how to distinguish a good literature to be cited or included in
the review. Calderon and Gonzales (2014) identified the following characteristics of
ideal materials to be cited.
1. Recency. The materials that should be included in the review
should be recent as much as possible. For general references,
published materials 10 years ago are yet sound and valid. Meanwhile,
primary, secondary and tertiary references within the last five years
are ideal. Archived materials may also be used as reference for
theories and concepts.
2. Objectivity. Since research is academic and scholarly, the
materials should be fair, objective and bias-free. It should not favor
any extreme and obvious vested interest aside from delivering facts,
information, and findings.
3. Relevance. The weight of relevance of the material to the current
research undertaking must be checked. Before citing it, it should bear
essential information to clarify and deepen the issues and concepts of
the research being conducted. Otherwise, the material should not be
considered for the review.
4. Conciseness. The materials that the review should have must be
sufficient enough, not too few and not too many, to provide the
researcher and the readers strong insight about the general and
specific problems that the research is trying to address or answer.

The number of related literature that a review should have for a senior high
school research is only 4 to 6 local and international publications or materials.
However, in higher education, graduate and post-graduate level, the number of
literature will range from 15-50.
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 D
Learning Task 1: Exercise your mental muscles by choosing which of the
described materials can be included in a review. Copy the items below on your
notebook and check () the box before the number if it merits to be included
otherwise, cross () it out.
 1. A book published in 2015 that is being used by public and
private schools.
 2. An international journal produced in 2018 by unknown organization.
 3. An annual report for 2016 issued by the Department of Education.

Learning Task 2: Read the following excerpt from a review of related literature
about language and its sustainability in the teaching and learning process. Briefly
describe its (a) recency, (b) objectivity, (c) relevance and (d) conciseness. Do it on
your notebook.

Review of Related Literature on Language and its Sustainability

in the Teaching and Learning Process (Excerpt)
Eugene Ray F. Santos, MAT

With the major premise to bring higher literacy among younger children,
learners are being taught using their mother-tongue in their primary education
alongside with “Tagalog” which is the most common variety of the national
language of the country. This is in consonance with the findings of various
studies on bilingualism. McCabe et al., (2013) found a reasonable basis from the
growing population of bilinguals in the world to affirm that learning using two
languages does not lead to confusion or difficulty in an academic environment.
The mentioned studies zoom in the starting phase of language
development wherein most factors that affect language learning are externally
produced or the physical language environment. It can be pointed out that the
situation where a learner is raised and the people who surround him have
bearing in the failure or success of language acquisition, training, and learning.
Considering these factors beyond the school, the actual teaching-learning
environment, language teachers indeed have a very serious job to work out.
It is undeniable that there is voluminous input available about language
teaching and learning. However, making language learning effective and efficient,
considering learners’ diversity, personality, behavior, intelligence and other
equally important factors still remains quite challenging for language
professionals.

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 The study of Scott et al., (2010) through neuroscience points out that every
learner is a totally unique across contexts. In this light, it is affirmative that the
inability or failure of the teaching and learning process especially in language
acquisition is definitely dependent on the delivery of information to a student’s
learning style.
Hakura et. al (2014) presents six evidenced-based principles of language
development from a review of various papers which highlight the struggle in
second language learning From those principles, it could be inferred that
‘matching’ teaching with learning styles is essential. Dedicating more time in
providing the motivation and skills necessary to attain learning objectives is also
a priority including strategies that appeal to each learning style (visual, auditory,
and kinesthetic) from a range of individualized and group tasks for language.
Meanwhile, from the investigation of Cabrera and Cotosi (2010) over the
last 15 years, they noted that higher critical thinking starts with hands-on
explorations and the sense of touch. It is found out that touch contributes not
only to the understanding of abstract concepts but also to four critical thinking
skills essential to learning: making distinctions, recognizing relationships,
organizing systems, and taking multiple perspectives.
From an intelligent view, the reviewed papers offer non-conventional
findings and bases about language learning and the way how the various factors
effect change especially on how language can be best acquired and learned.

References:

Cabrera, D., & Cotosi, L. (2010, September/October). “The World at our

Fingertips.” Scientific American Mind, 21(4), 49-55.
Hakura, et. al, (2014) Six Principles of Lanaguage Development: Implications for
Second Language Learners, Developmental Neuropsychology. Taylor &
Francis Group, LLC.
McCabe, A. et al., (2013) Multilingual Children: Beyond Myths and Towards Best
Practices. Social Policy Report, Society for Research in Child Development.
Scott, L. O., Lynn, S. J., Ruscio, J., & Beyerstein, B. L. (2010). 50 Great myths of
popular psychology: Shattering widespread misconceptions about human
behavior. Hoboken, NJ: Wiley-Blackwell.

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 Since you are now informed of the characteristics of a literature that is
worthy of citation in the review and the commonly set number of materials to be
read and reviewed for a research, we are now ready to study how to organize them
in an actual review of related literature.
Organization of the Review of Related Literature
As in all forms of writing, it always pays to have a catchy opening or
introduction, a wider discussion of the perspectives about the topic in the body
paragraphs, and a sound closing paragraph or statement.
In writing a review of related literature, there are three major approaches in
ordering or sequencing the topics and concepts that you are to include.
1. Chronological
This approach in organizing the review puts emphasis on the
timeline of development or the year the materials were written. In this case,
the intention is to show how changes about the topic occurred from its
emergence. This also presents the evolving mindset and thinking of the
authors. Mostly, this approach is used in qualitative researches.
Example:
Santos (2017) affirms that literature is an efficient springboard
towards introducing and teaching language skills among Junior High
School learners.
Tesoro (2018), meanwhile, found out that the a literature-
based classroom should always consider the context of the learners,
the literature, and the context of the teacher.
Further, Solano (2019) reported that there is a wider
opportunity when the teaching of language skills is embedded in the
teaching of literature.
2. By Topic/Concept
In this case, if many or several authors have a comparable opinion
about the same topic or issue, it is appropriate to use this approach. This
manner of organizing the review highlights the interrelationship of concepts
which support the development of the current study. This approach is
applicable in all methods of research.
Example:
It is found out that the use of music in teaching mathematics
has a significant effect in the motivation of learners which contributed
to their increased numeracy skills (Gonzales, 2016; Fernandez, 2013;
Dionisio, 2012) .
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 3. By Author/Writer
To build credibility with the claims that the research would like to
stand on, presenting different authors even though they have similar ideas
is highly advisable. Each point of view of every author is explained and
expound to backup the main idea being presented in the review. Each
author is cited in the footnote.
Example:
Clemente, Julaton, and Orleans (2016) stress that research
suggests an action that denotes to look for something again. It is
taken from the composition of the word “re” and “search.”
Calderon and Gonzales (2014) reiterates that research is a
purposive, systematic and scientific process of discovering truth.
Thus, it entails systematic gathering of data to formulate findings
and judgment.
Always remember that only major findings and conclusions, concepts,
hypotheses, and formulated theories should be included in the review of related
literature. Also, these are never directly lifted or copied, but summarized and
synthesized.

Learning Task 3: Having learned of the basics of review of related literature and
the ways and approaches to organize it, your task is to write a draft of review of
related literature for your initial research topic. Follow the specific instructions
below.
1. Gather essential concepts, information, and data about your initial
research topic.
2. Secure 4-6 readings/materials from local and international level and
their references .
3. You may maximize the available material at home and make use of the
Internet in gathering related literature.
4. Organize your review of related literature using any of the approaches
that were discussed in this lesson.
5. Consider the following guidelines as you write your draft.
a. recency, objectivity, relevance and conciseness of the literature
b. appropriateness of the organization of the review of related Literature
6. Write your draft on a clean sheet of paper.
7. Submit the draft through the modality best fitted to you.

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 You are very much prepared for this! Please be able to do the task within
two (2) school days. Once the subject teacher has received and evaluated your
draft, you will receive general and specific comments and, only if necessary,
recommendations for enhancement will also be given to you.

Ethical Ways of Citing Literature

In writing the review of related literature, it is expected that a complete
reference should be present in the list of references or bibliography section of your
research paper.
Securing a scholarly reference list or bibliography takes away violations of
the ethical standards in writing. The following are only a few of the related legal
charges that may be called against unethical writing.

1. Plagiarism. Republic Act No. 8293 otherwise known as the

Intellectual Property Code of the Philippines “protects and secures the
exclusive rights of scientists, inventors, artists and other gifted citizens
to their intellectual property and creations, particularly when beneficial
to the people.” In simple words, claiming and copying a portion of
someone’s written work. This act is never tolerated even in schools and
universities and violators are subject to failure in the subject or the
worse are expelled.
2. Copyright. This is also covered in Republic Act No. 8293 or the
"Intellectual Property Code of the Philippines." It differs from plagiarism
as it may pertain to the breach of contract between the authors and the
publishers about the coverage or scope of circulation and distribution of
the original work.

These charges are serious and it does not excuse anyone. In order to avoid
this untoward scenario, writers and researchers like you should observe ethical
standards through acknowledging the original authors of the work where the
concepts, ideas or information is taken.
The making of list of references or bibliography follows specific standards
and format. The commonly used formats are:
 American Psychological Association or APA Style;
 Modern Language Association or MLA Style; and
 Chicago Manual of Style.

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American Psychological Association or APA Style
The APA Style is the most commonly used format in citing references. This
provides the author’s surname and year of publication in the citation with a
complete details in the bibliography of the research. The page number is not
included in the in-text citation.
In-Text Citation
1. A work by two authors
Education 4.0 refers to… (Santos & Portillo, 2017)
Santos and Portillo (2017) noted …
2. A work by three to five authors
Garcia, Santos, Hilario, Cruz and Aduan (2019) reiterated…
Complementary tool is…(Garcia, Santos, Hilario, Cruz & Aduan,
2019)
In other format, the citation may include only the surname of the first author
with the word “et al.” as an extension plus the publication year enclosed in
parentheses. This additional part means ‘and others.’
Garcia et al. (2019) emphasized that …
3. Six or more authors
Santos et al. (2017) pointed out ...
4. Government and private agencies, organizations etc. as an author
According to Department of Education (2020) …
Based on the press release of the Department of Health (2020)…
Only abbreviation of the agencies will appear on the succeeding in-text
citations in the paper
5. citing indirect sources in another source
Portillo positioned that … (as cited in Santos, 2019 p. 25)
6. electronic sources
Tamayo (2020) discussed that…
7. Citing websites (without an author, title and the date are cited; for sources
with no date “n.d.” is placed)
Smith, n.d. argued that...
a. In-text citation for website with no author
Rizal Province is now establishing coordinated operations to defeat
rapid increase of COVID-19 cases (Rizal Provincial Government,
2020).

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 b. Reference entry for website with no author
Rizal Provincial Government. (2020). Retrieved from
http://www.rizalprovince.ph/news/monitor-aug122020.html
c. In-text citation for section of website without an author
DepEd Cavite’s Project Compassion: Suporta sa mga Katropa
reached 180 beneficiaries since its launching in April (DEPED CALA
BARZON, 2020).
d. Reference entry for section of a website with no author
DepEd CALABARZON. (2020). Retrieved from
https://depedcalabarzon.ph/2020/06/cavites-project-compassion-
raises-more-than-p650k-for-deped-cavite-frontliners-backliners/

Modern Language Association or MLA Style

MLA Style is commonly used in liberal arts and humanities research work.
This style involves putting relevant source information in parentheses after the
quote or paraphrase. The source of information required in a citation in paren-
theses depends on the source medium and its source in the Bibliography.
In-Text Citation
Author-Page Style
Santos stated that “photovoice” helps learners expound their ideas
in writing essays (21).
“Photovoice” helps learners expound their ideas in writing essays
(Santos 21).
Santos found out that “photovoice” helps learners expound their
ideas in writing essays (21).
Chicago Manual of Style
This style contains two basic referencing system, such as notes and bibliog-
raphy and author-date.
Notes and Bibliography System
One author
end note: Eugene Ray F. Santos, Overcoming Writing Apprehension
through Photovoice (Rizal: Morong National High School,
2017), 21.
in-text citation: Santos, Overcoming Writing Apprehension, 21.
bibliographic entry: Santos, Eugene Ray F. Overcoming Writing
Apprehension through Photovoice.
Rizal: Morong National High School, 2017.

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 Two or more authors
end note: Eugene Ray F. Santos and Ellen C. Dollente.
Implications of the Implementation of MTB-MLE
in Southeast Asia (Manila:PNU, 2019), 25.
in-text citation: Santos and Dollente, Implications, 25.
bibliographic entry: Santos, Eugene Ray F. and Ellen C. Dollente.
Implications of the Implementation of MTB-MLE
in Southeast Asia. Manila: PNU, 2019.
Four or more authors
First end note: Freddie R. Garcia et al., Complementary Classroom
Observation Tool
Succeeding note: Garcia et al., Complementary Classroom...
Author-Date System
One author
in-text citation: (Santos 2017, 21)
bibliographic entry: Santos, Eugene Ray F. 2017. Overcoming
Writing Apprehension through Photovoice.
Rizal: Morong National High School.
Two or more authors
in-text citation: (Santos and Dollente 2019, 25)
bibliographic entry: Santos, Eugene Ray F. and Ellen C. Dollente.
2019. Implications of the Implementation of
MTB-MLE in Southeast Asia. Manila: PNU.
Four or more authors (List all authors in the reference list)
in-text citation: (Garcia et al.,2019)
Websites (website content can be restricted in in-text citation)
In April, DepEd Cavite’s Project Compassion: Suporta sa mga Katro
pa reached 180 beneficiaries…
If a more format citation is necessary, the format below may be used:
DepEd CALABARZON. 2020. “Cavite’s Project Compassion: Suporta
sa mga Katropa.” Last modified on June 22. https://
depedcalabarzon.ph/2020/06/cavites-project-compassion-raises-
more-than-p650k-for-deped-cavite-frontliners-backliners/
(DepEd CALABARZON 2020)
If date cannot be found on the page, use the access date as the basis of date
of modification

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