Monday, 24 June 2013


Students writing dissertation pieces often take for granted the power of literature review.  More often than not, students are too eager in starting with their envisioned methodologies of data collection, analysis, or discussion.


What these students seem to forgot is that a huge bulk of those mentally designed dissertation chores are eventually going to be reshaped by the dissertation literature review– that is, if they open themselves to the idea of it (reshaping them).  Otherwise, the review loses its supposedly potent effect; it ceases to materialise invaluable inputs of which serve as aide to students.

So before students grab on more paper to scribble more and more of their dissertation plan, they need to lie back, retrospect, and think of possible things they missed.  And if they’re into second-questioning themselves or are having difficulty figuring the puzzle out, they’re advised to fix some specifically timed discursion with their dissertation supervisor.

Eventually, they need to dig the relevance of working on their dissertation literature review.  This is imperative for those students who’re pockmarked with several doubts and holes regarding their dissertation piece, but not for the certain ones.  In fact, working with it (i.e., literature review) may sound trivial for these eager folks.

Yet, sense got to win them back; and that is feasible – by pointing out the probability of repeating another dissertation writer’s failure.  All this because students failed to consult the appropriate and most recent research material, particularly those that relevantly backed up the dissertation’s focus.

And there is more to this probable failure – that remote possibility of not having to deal with it, if only students took the heed regarding the dissertation literature review.  To avoid from having to start again, or encountering some major revisions, students need to stock it up with the literature review.

This review is bound to illustrate how other dissertation writers did it, the research, methodology, et cetera.  It feeds students with information as to how these prior writers met success and failure, as to what variable made their piece win or lose.  In effect, students’ envisioned plans are reshaped into realistic strategies.

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