Lesson 3A

What Is a Literature Review? Stages in writing the Literature Review:

A literature review is an academic text that 1. Searching for works relevant to the study.
provides an overview of a particular topic. It helps 2. Analyzing scholarly works.
identify what is known and not known about a 3. Drafting the literature review.
certain subject of study. It involves the use of
higher-order thinking skill, such as the review, LITERATURE SEARCH
evaluation, and synthesis of several scholarly is the stage in which the researcher
works. These scholarly works include journal systematically looks for and select reference
articles, professional books, online sources, and materials relevant to the study. It is necessary to
specialized references. survey all possible sources of references,
It surveys scholarly articles, books and especially those that were written by the leading
other sources (e.g. dissertations, conference scholars in yours field of study.
proceedings) relevant to a particular issue, area of
research, or theory, providing a description, In assessing each piece, consideration should be
summary, and critical evaluation of each work. The given to:
purpose of a literature review is to offer an overview  Provenance: What are the author's
of significant literature published on a topic. credentials and where is it published? Are
the author's arguments supported by
USES AND PURPOSES OF A LITERATURE evidence (e.g. primary historical material,
REVIEW case studies, narratives, statistics, recent
A literature review may constitute an scientific findings)? Is the piece published in
essential chapter of a thesis or dissertation, or may a reputable source (e.g., peer reviewed
be a self-contained review of writings on a subject journal, unknown journal source, popular
(such as a journal article). In either case, its press)?
purpose is to:  Objectivity: Is the author's perspective even-
 Place each work in the context of its handed or prejudicial? Is contrary data
contribution to the understanding of the considered or is certain pertinent
subject under review. information ignored to prove the author's
 Describe the relationship of each work to point?
the others under consideration  Persuasiveness: Which of the author's
 Identify new ways to interpret, and shed theses and/or data are most/least
light on any gaps in, previous research convincing.
 Resolve conflicts amongst seemingly  Value: Are the author's arguments and
contradictory previous studies conclusions convincing? Does the work
 Identify areas of prior scholarship to prevent ultimately contribute in any significant way
duplication of effort to an understanding of the subject?
 Point the way forward for further research
 Place one's original work (in the case of Points to remember in conducting your literature
theses or dissertations) in the context of search:
existing literature 1. Identify the topics and concepts that you
 The literature review itself, however, does need to incorporate into your paper. Your
not present new primary scholarship or research title and specific research question
findings and objective can be a good source of these
topic or concepts.
GOALS OF LITERATURE REVIEWS 2. Specify the type of sources that you will
1. Theory development: the literature review is use. Will they be mainly articles or a
used to provide the context for describing, combination of articles, books, and other
elaborating, and evaluating a new theory or periodicals?
developing a theory by integrating the 3. Search for scholarly work by visiting your
material reviewed. school library or popular online databases.
2. Theory evaluation: the existing literature These include the following:
provides the data for assessing the merits of > Proquest > Springer
existing conceptualizations. > Science Direct > Wiley
3. Survey of the state of knowledge on a > JSTOR > Taylor and Francis
particular topic: provides a useful overview > EBSCO > Sage Publications
and integration of an area. > Google Scholar
4. Problem identification: the review reveals As much as possible, include only the references
problems, weaknesses, contradictions or published in reputable journals and publisher and
controversies in a particular area. those written by experts who specialize in your
5. Historical account: a review of the selected topic. Include also the landmark studies,
development of theory and research in an articles, reports, or books related to your topic.
area.
4. Use relevant key words to find your desired
Adapted from Baumeister, R.F., and M.R. Leary sources
(1997). Writing Narrative Literature Reviews. Example: Effects of Online Games on the Digital
Review of General Psychology, 1(3):311-320. Literacy of Teenagers
Keywords: Online Games, Digital Literacy
 5. When conducting literature search online, Examples:
use links that are considered reliable. 1. APA
Examples are websites that end in .gov, This phenomenon was attributed by some
.mil, and .edu. Although .com and .org are scholars to high achieving students’ tendency
acceptable, they must be associated with to be realistic (Falchikov & Boud, 1989)
recognized companies and organizations.  When incorporating direct quotations in the
Examples are: www.un.org (United text, the page number of the source where
Nations), www.unesco.org (UNESCO), the direct statement must also be cited.
www.edition.cnn.com (CNN), and (Falchikov & Boud, 1989, p. 415)
www.rd.com (Reader’s Digest). 2. MLA
6. You may utilize Boolean searching This phenomenon was attributed by some
strategies in conducting literature search scholars to high achieving students’ tendency to be
online. It uses certain keywords to limit and realistic (Falchikov and Boud 415)
focus one’s online search of certain topic. 3. CMOS
Examples: This phenomenon was attributed by some
a. Use AND if you want to search for scholars to high achieving students’ tendency to be
profiles or texts that contain the terms realistic (Falchikov and Boud 1989, 415)
connected by AND. (e.g. university AND
colleges) II. Reference Citation, which refers to the
b. Use OR if you want to search for profiles complete bibliographic information of the
or texts that contain either of the terms reference used. Reference citation usually
connected by OR (e.g. university OR appears at the end of the paper. The
colleges) compilation of these references is known as
c. Use NOT if you want to exclude a the reference list.
particular term in your search (e.g.
university NOT colleges) 1. APA Style
d. Use quotation marks if you want to Falchikov, N. & Boud, D. (1989). Student
search for a specific phrase (e.g. “Top self-assessment in higher education: A meta-
Philippine universities”) analysis. Review of Educational Research, 59
(4), 395-430.
Lesson 3B 2. MLA Style
CITING SOURCES Falchikov, Nancy, and David Boud. “Student
Documenting your sources is a crucial skill Self-assessment in Higher Education: A Meta-
in producing any academic work, including Analysis.” Review of Educational Research, vol. 59,
research writing. Your ability to site sources shows no. 4, 1989, pp. 395-430.
your credibility, intellectual honesty, and skills in 3. CMOS
reporting other’s work. Falchikov, Nancy and David Boud. “Student
As a writer you must cite facts and figures, Self-assessment in Higher Education: A Meta-
original ideas of other researchers, and other analysis.” Review of Educational Research 59, no.
people’s exact words. If you fail to do this, you can 4 (1989): 395-430
be accused of plagiarism and other forms of
academic dishonesty. In addition, citing your In text citations and reference citations always go
sources provides evidence for your claims and a together. This means that every time you cite a
trail from which other researchers can use to source within a text, the same source should
identify their possible sources relevant to the topic appear in the reference list with its complete
you studied. bibliographic information. Be sure that both these
forms use a consistent style.
2 Forms:
I. In-text citation, which requires the Lesson 3C
researcher to indicate the source of the EVALUATION AND ANALYSIS OF THE
information within the body of the text. The SELECTED WORKS
citation usually includes the last name of the The stage is performed once you have
author and the year the source was selected all your potential references. In this stage,
published. you further screen the selected references for
reliability and usefulness. This stage also further
Three of the most popular documentation styles: ensures that the materials you will use in your
a. American Psychological Association (APA paper are only those that are closely related to your
Style) – used in business, economics, research topic. The following are strategies you can
education, hotel and restaurant use evaluating and analyzing your selected
management, and other fields of social references:
sciences. 1. Obtain an overview of the reference you
b. Modern Language Association (MLA) Style - selected. This helps you determine the relevance of
English and some fields in the humanities its content to your research. For example, for
and arts. research articles, you may perform in a brief survey
c. Chicago Manual of Style (CMOS) – various by reading the abstract of each article; for books,
disciplines, but most popularly used in you may look into the preface to see their summary
history and music. and find out the authors intention in writing it.
2. When evaluating research articles, find out exhaustive review of the topic and the essential
if they are published by a reputable publisher/ background knowledge to pursue this study.
journal and written by legitimate scholars in your 3. Divide the literature review into two
field of study. You may refer to the Thomson subsections: (a) the conceptual literature section
Reuters Master Journal [http;// ip - which explains concepts relevant to your study, and
science.thomsonreuters.com/mjl/] or Scopus (b) the related studies section which presents
Source List studies similar to your own.
[https;//www.elsevier.com/solutions/scopus/content] 4. When writing the conceptual literature, you
for the list of reputable research journals. may use concepts from the title of the reference or
3. As much as possible, refrain from using the specific questions and objectives of your
references published by predatory journals or research. For the related studies you may arrange
publishers as they do not guarantee quality. them in three ways: by them (i.e., similar studies
Predatory publishers and journals are those that are grouped together), by chronology (i.e., from the
publish research papers for financial gain and do earliest to the latest), or by type (foreign or local
not follow the ethics in producing an academic studies). These three ways of writing the related
work. studies section depend on the objectives and
4. Refrain from using materials that do not features of your review.
directly explain the concepts related to your study. A. Thematic arrangement- if your intention is to
5. As much as possible, use references that make the readers focus on how your study is
have been published within the last five years similar to or different from the previous ones.
,unless you are writing a historical paper, which B. Chronological arrangement- If you want to
may entail the use of sources from earlier periods emphasize the development and progress in a
of time. specific field of study.
6. Group the references according to the C. Typological arrangement- if there are
categories you used during your literature search sufficient studies conducted locally about the topic
.You may use online tools [e.g. Zotero] in tagging of your research.
[or labeling] and classifying these references. 5. At the end of the related studies section,
7. If a material appears to be relevant to your write a synthesis that shows the research gap.
topic, [ i.e., published in the last five years], and 6. Define important terms in your study. Aside
reliable, continue reading its content. However, if from the informal or formal ways, definitions can be
material does not meet these standards, exclude it made operationally or conceptually. An operational
from your literature review. definition is a type of definition specially made for
8. Carefully read each of the materials you will your study, while a conceptual definition is the
incorporate into your literature review. Note down definition of a term which is generally used in a
the key information in these materials. Determine specific discipline. This definition is often times
which information you can include in your literature used by scholars. Citations are often required when
review. using conceptual definitions.
9. Use a concept map if you want to see the 7. If you cannot explain some concept in detail
relationship, similarities, and differences among the due to space constraints, you may direct the
materials you have read. readers to a particular scholarly work that
discusses the said topic more extensively. This is
Lesson 3D done by using the following citation format (see
DRAFTING THE LITERATURE REVIEW author, year).
It is in this stage where you actually write your 8. Use cohesive devices throughout the
literature review. In drafting your review, you need literature review to link one idea to another.
to consider how you are going to arrange the works Examples of cohesive devices are transitional
you will cite. You also need to consider how these devices, conjunction, pronouns and repetition of
works will be linked to one another, to better terms for referencing ideas.
provide an overview of the topic you are studying in 9. Use headings and subheadings. This will
your research. help you organize the studies and references you
1. One strategy that you may use in writing have gathered. This will also aid the reader in
your literature review is to get a model paper that making sense of the ideas and related studies to
deals with a topic similar to yours. You may pattern your research.
the sequence of your ideas in your model paper. 10. Be sure to apply the principle of
2. In the introductory portion, provide an cohesiveness when writing your literature review.
overview of what can be found in your literature This means that each paragraph should focus only
review. on one main idea, and these ideas should be linked
Refer to the following example: to one another.
This section contains literature and studies on 11. Use direct quotation sparingly. Direct
acquisition-learning integration, the biological basis quotation is typically use when stating laws and
behind the separation of the learning acquisition, principles and when explicitly showing an author’s
comprehensible input, grammar, affective factor, intention. You can also use direct quotation if you
and communicative competence. These materials think that it is the best to present the ideas of
were gathered from books on language teaching, certain historical figures and experts in you field.
psychology and curriculum development, journals 12. Write a brief synthesis at the end of the
and other periodicals, theses and dissertation, literature review to show how these scholarly works
online sources, and other unpublished materials. shape your paper, and to further reinforce the
These materials provided the researcher with an research gap that this studies have yet to fill.
13. Survey all possible sources before claiming source text and integrating this information into
that no studies have been conducted on a your current study. Two of the most common forms
particular topic or saying that your topic is of note-taking in writing academic works are
underexplored. summarizing and paraphrasing.
14. Cite your sources. Use appropriate Summarizing is a form of note-taking that involves
documentation and citation style in your literature condensing a lengthy piece of source material. It
review. Three of the most popular used can be done in two ways: an outline or a non-
documentations styles are from the American outline form. Though effective summarizing, you
Psychological association ( APA) style, the modern can improve your skills in studying, writing and
language Association (MLA) style, and the Chicago reading, as well as establish your credibility as a
manual of style (CMOS). The documentation and researcher.
citation style you will use depends on the subject Paraphrasing is a form of note-taking that involves
matter of your research. Be consistent in using it rewording ideas from the original text in a more
when documenting sources and writing your detailed way. Since paraphrasing focuses on the
literature review. Documentation style will be details and not only on the main idea, the length of
discussed in detail later in the lesson. a paraphrased text is almost the same as that of
the original text. Paraphrasing is typically done to
Important skills in drafting the Literature Review simplify a complex text. Below are the strategies
There are two skills that are particularly important in you can use for effective paraphrasing.
drafting the literature review. The first is 1. Read the passage thoroughly and
synthesizing. This skill involves the review of comprehend it fully.
several references that task about the same 2. Highlight the relevant words and phrases in
subjects and consolidating them into one cohesive the passage and retain them in your
text. paraphrased text. However, you need to
Synthesizing can be done at micro and macro present these words and phrases in a
levels. Microlevel synthesis involves the different manner.
consolidation of ideas to explain a concept. To 3. You may also annotate the text if needed to
effectively perform microlevel synthesis you may help you make sense of details from the
follow these strategies: original text in your own way.
1. Look into and take note of related ideas in the 4. Refrain from constantly looking at the
materials you are examining. original text when paraphrasing. Doing so
2. Cluster the ideas shared among the materials, may tempt you to copy the exact words from
determine those that are distinct, and put them the text.
in a separate list. 5. When paraphrasing text at the word level,
3. Decide on how you will arrange the ideas. use a synonym that fits the text. Rephrased
Discuss first the common ideas to give a the words that can be changed (i.e.,
general overview of the topic. Then, present the common terms) and retain those that cannot
distinct ideas and relate them to your study. be changed (i.e., proper terms)
4. Use multiple citations if one idea can be found 6. When paraphrasing text at the sentence
in several sources. level, transform an active sentence into
5. Insert the corresponding citations while writing passive or vice versa, and transform a
the synthesis. complex sentence into simple sentence or
Macrolevel synthesis, on the other hand, is vice versa. This will further ensure that the
performed when several studies are consolidated to content from the original text is expressed in
establish a research gap and not just to explain a a different way.
concept. It also involves drawing conclusions based 7. Retain the tone of the original text.
on the similarities and differences of the reviewed 8. Compare the paraphrased text with the
references and studies. This type of synthesis does original text to ensure accuracy.
not only involve the description of certain aspects in 9. Properly cite the source of the text you
these materials such as the methods and paraphrased.
conclusions generated. It also relates the various
issues and topics in these materials to one another, Lesson 3E
highlights how these can be used in your paper. ETHICAL STANDARDS IN WRITING THE
Here are some strategies that you can use in LITERATURE REVIEW
synthesizing your references:
1. Note any similarities and differences across Writing the literature review does not only
your references that are relevant to your paper. entail naming your sources and mentioning the
2. Take note of issues that were not addressed by ideas that they contain. Writing the literature review
your references. requires honesty, objectivity and other ethical
3. Arranged the related studies and references principles observed in scholarly work. The following
logically; this can be done either thematically or are ways to observe ethical standards in writing
chronologically. your literature review and your research as a
4. Draw conclusions about the materials in order whole:
to highlight their importance. 1. Report the findings in your cited studies
Note-taking is another skill that you can objectively. Refrain from distorting the
particularly use in drafting the literature review as findings of other research works.
well as in the other stages of the research
undertaking. It involves writing information from a
 2. Avoid injecting editorial comments or applies in all stages of writing your research
manipulating the ideas in a certain study paper.
just to make it support your own claims. 5. Always cite field-specific knowledge. These
3. Always cite your sources as a way of are pieces of information that can only be
acknowledging the studies relevant to your found within a particular field of study.
own and practicing intellectual honesty.
4. Refrain from fabricating information or Lesson 3F
making up data and reporting them as THEORETICAL AND CONCEPTUAL
actual data from a certain research work. FRAMEWORKS
5. Avoid plagiarism. Theoretical Framework- a general frame of
reference used for observation, designing
Plagiarism refers to using ideas and information concepts, developing research designs, and
created by other people but without attribution to interpreting and generalizing findings.
them. There are different levels of plagiarism which Conceptual Framework- system of ideas, beliefs
may vary from one institution to another. The and assumptions, and theories that inform, support
Institute of Electrical and Electronics Engineers and cater specifically to your study.
(IEEE) in New Jersey recognizes five levels of Together, they function as a map or travel plan that
plagiarism: will help you travel in an unfamiliar territory. In other
 Level 1 is the gravest level of plagiarism. It words, the theoretical and conceptual framework
involves copying a full paper word for word, help navigate through the understanding of your
without acknowledging the source. research.
 Level 2 involves lifting a large portion of a It may be presented in two forms:
research work (up to 50%) without citing its 1. Visual form-characterized by the use of
source. diagrams and charts.
 Level 3 involves copying specific portions of 2. Narrative form-characterized by the use of
another work without citing it. These portions paragraphs that explain visual
may include sentences or paragraphs. representation of the framework.
 Level 4 involves not only the failure to cite Similarities:
another work used in a certain study but also 1. Both of them provide a comprehensive
the failure to correctly paraphrase the explanation of a phenomenon.
portions of this used work. 2. They provide a theory that underpins your
 Level 5 is the lowest level of plagiarism. It study.
involves citing a certain source and copying 3. They help justify the methods you will use
heavily from it. and assumptions that you will make in your
research.
The penalties against plagiarism may vary 4. They help you refine your objectives,
among countries or institutions. Plagiarism develop relevant research questions,
sanctions may range from oral warnings to choose appropriate methods, and identify
suspensions. In some cases, however, possible threats to validity.
committing plagiarism may result in a student's 5. They guide you in exploring and interpreting
expulsion from an academic institution your data to arrive at you desired results.

Because of these similarities, they are sometimes

used interchangeably.
Below are some ways by which plagiarism may
be avoided: Differences:
1. Keep track of all your print and non-print 1. The theoretical framework is broader in
sources. Always file and label the sources scope and derived from theories that are
you have gathered. Being unable to keep already used in the field while the
track of your references might lead to the conceptual framework is narrower in scope
failure of citing certain vital information to and uses specific concepts which are
your research. identified from the study itself.
2. Understand the context in which your 2. The theoretical framework presents one
sources were written. Clearly understand theory at a time while the conceptual
what the points of your sources actually framework may synthesize one or more
mean, as this can affect how you theories.
paraphrase them.
3. Jot down the ideas and important details Summary of their differences:
from your sources. Through this you are Theoretical Conceptual
able to make sense of your sources in your Framework Framework
own way. Avoid copying them word-for- Scope Broader, and More focused as
word. You can take your notes either can be used in it directly relates
manually or electronically. You may keep different studies to a specific
these notes for future use as well. study
4. Refrain from the practice of copy-and-paste. Focus of A particular A set of related
Paraphrase and summarize sources Content theory concepts that will
carefully and acknowledge them. This be specifically
used in the study
Number of Contains onlyMay combine 2 Types:
Theories one theory in different theories 1. Null Hypothesis (Ho)-states that there is no
one framework into one relationship between variables. In
cohesive correlational studies, it merely states that
framework the relationship is absent. In experimental,
Time of Already existing Developed while quasi-experimental and ex post facto
Development prior to the planning and studies, it states that the independent
conduct of the writing a specific variable has no effect on the dependent
study research variable.
2. Alternative Hypothesis (Ha)-states that there
Guidelines for Selecting the Theoretical Framework is a relationship between variables. In
1. Understand the variables included in your correlational studies, it merely expresses
study as well as their relationship with each the existence of a relationship. Meanwhile,
other. in experimental, quasi-experimental and ex
2. Review the existing literature related to your post facto studies, it states that the
research. independent variable has an effect on the
3. Using the information that you have dependent variable.
gathered from the literature, look for A hypothesis can have direction. The direction of a
possible theories that may potentially hypothesis points out if the variables have a
account for the expected results in your negative or positive relationship with each other. If
research topic. the hypothesis explicitly suggests a positive or
4. From these theories, select the one that is negative relationship between two variables, it is
most relevant to your study and can provide called a directional hypothesis. On the other hand,
a blueprint for your research. if the variable does not specify a specific direction,
Strategies for Developing a Conceptual Framework it is called a non-directional hypothesis. Consider
1. Identify the key concepts in your study by the example:
referring to your research questions and Research Type Research Null Hypothesis Alternative Hypothesis
objectives. Title Directional Non- Directional Non-
2. Search for existing theories that incorporate Directional Directional
Correlational The There is no There is no There is a There is a
the same concepts and look into their relationshi positive relationship positive relationship
relationships with one another. p between relationship between a relationship between a
a person’s between a person’s between a person’s
3. Using the existing theories as a guide, plot weight person’s weight and person’s weight and
your conceptual framework as a guide. and the weight and the length of weight and the length of
length the length of time spent in the length of time spent in
4. In the case that there are concepts not of time time spent in watching TV. time spent in watching TV.
covered by the selected theories, spent watching TV. watching TV.
watching
incorporate them into your framework. TV.
However, make sure that you are Experimental, The effects Group Study Group Study Group Study Group Study
quasi- of group will not will not will improve will affect
incorporating this concept into your experimental, study on improve the affect the the academic the academic
framework because it is necessary for your or ex post academic academic academic performance performance
facto performan performance performance of high of high
paper. ce of of high of high school school
5. After completing the initial draft of your students. school school students. students.
students. students.
conceptual framework, write a narrative
explanation of each concept and how each
of them relates to one another. Again, there
should be a basis for the relationship When formulating hypothesis, follow the guidelines
between the concepts being incorporated. below:
6. Refer once again to your to your research 1. Identify the independent and dependent
questions. Check if the conceptual variables in your study, as they need to be
framework is aligned with them. stated your hypothesis.
7. Note that the process of creating a 2. Your hypothesis must be falsifiable. This
conceptual framework is developmental. means that your hypothesis can be proven
This means that it may still be refined or wrong through experiments or empirical
changed as you read more literature and data.
look into more theories. 3. You hypothesis must show a relationship
8. In some cases, the research hypotheses between variables. Will your dependent
are presented at the end of the conceptual variable increase, improve or decrease with
framework. the dependent variable?

Lesson 3H Lesson 3I
FORMULATING THE RESEARCH HYPOTHESIS WRITING DEFINITION OF TERMS
Hypothesis-is a statement that defines the testable usually an annex to a work (book, research paper,
relationship you expect to see from examining the pamphlet, etc.) either at the beginning or more
variables in your research. It helps you make likely near the end with a list of acronyms, jargon,
statements predicting what will happen in your credits, etc. This is an important part of Research
research. Hypothesis formulation is employed when paper or report is that in which the key or important
conducting correlational, ex post facto, quasi- terms in the study are clearly defined.
experimental and experimental studies.
Types: 5. Definitions should a\be brief, clear, and
1. CONCEPTUAL unequivocal as possible.
- is the universal meaning that is attributed
to a word or group of words and which is
understood by many people.
- abstract and most general in nature. The
usual source of conceptual definition is the
DICTIONARY which is the reference book of
everyday language.
2. OPERATIONAL
- is the meaning of the concept or term as
used in a particular study. Unlike the conceptual
definition, it is stated in concrete term in that it
allows measurement.

It is important to include definition of terms in your

thesis or dissertation in order to understand the key
terms being used in the study. These terms should
be clearly defined according how they are used in
the study in order to make easy understanding of
the problem and avoid ambiguous meaning to
terms which can be otherwise interpreted in
different ways.
Terms defined should be arranged in
alphabetical order and acronyms should always
spell out fully most specially if it is used for the first
time and not commonly known
Make sure to define though common may
have special meaning or used differently.
Complicated and lengthy definition should be
included in your appendix.

Guidelines in defining terms:

1. Only terms, words, or phrases which have

special or unique meanings in the study are
defined. For instance, the term non-teaching
facilities may be used in the study of the teaching of
science. Non-teaching facilities may be defined as
facilities needed by the students and teachers but
are not used to explain the lesson or to make
instructions clearer. Examples are toilets or comfort
rooms, electric fans, rest rooms or lounges, and the
like. They may also be called non- instructional
facilities.

2. Terms should be defined operationally, that is

how they are used in the study. For instance, a
study is made about early marriage. What is meant
by early marriage? To make the meaning clear,
early marriage may be defined as one in which the
contracting parties are both below eighteen years
of age.

3. The researcher may develop his own definition

from the characteristics of the term defined. Thus, a
house of light materials may be defined as one with
bamboo or small wooden posts, nipa, buri, or nipa
walls; split bamboo floor and cogon or nipa roof.
This is also an operational definition.

4. Definitions may be taken from encyclopedias,

books, magazines and newspaper articles,
dictionaries, and other publications but the
researcher must acknowledge his sources.
Definitions taken from published materials are
called conceptual or theoretical definitions.