1. Why do we teach the review of literature?
2. How do we know the students understand what we want?
3. Can the review of literature be taught as a process?
4. If so, how is that process best taught to the advantage of the student?
5. Are there any cognitive and analytical techniques we use that can be taught to students and help them better comprehend the process?

Process.

1. Finding the literature.
   • Where is the library?
   • What is a journal article?
   • Does it exist outside of the databases?
   • Full text verses a citation/abstract.
2. OK, I found it. Now what?
   1. Using material presented in class to structure the materials.
      1. Introduction texts.
      2. Lectures.
      3. Accumulation of knowledge across disciplines.
   2. Margin Notes.
   3. Looking for the one article, book, or person who knows.
   4. Is it OK to look outside my discipline?
   5. Thematic organization of materials.
3. Analysis, what is that?
   1. Matrix analysis as:
      1. Organization of knowledge.
      2. Structure for writing.
      3. Cognition of the process.
   2. The process of writing.
      1. Write.
      2. Peer review.
      3. Revise.
   3. The final product.
4. Helpful documentation.
   1. Explicit directions.
   2. Grading sheets for the peer review.
   3. Matrix for analysis.
   4. Examples from your work and work from students.