Module 12: Table of Contents - Make MS Word/Google Docs Your Worker

The most meticulous part of writing your review is the Table of Contents.  This is obviously the last thing that you do (after writing the abstract) and that is not the time you want to be bogged down with details.  

Tips about Headings and Subheadings 

• The Headings are the main parts of your review: Abstract, Table of Contents, Introduction, Methodology, Analysis and Discussion, Conclusions and Recommendations, and References.
• Subheadings are GOOD.  They provide a visual framework for your readers. 
• Subheadings should probably only be used in the Analysis and Discussion and Conclusions and Recommendations sections.  
• You don't need subheadings in the Introduction and Methodology.

Using MS Word to Create Your Table of Contents 

MS Word can actually create your Table of Contents for you. You just need to tell MS Word which lines are the headings, subheadings, sub-subheadings and sub-sub-subheadings.  You do this by assigning a Style to each heading.  If you are using the UNI IT Masters Template, you will find that Headings 1 - 4 have already been created for you using the APA 6th Edition format.

I am going to describe how to prepare your headings and then create your Table of Contents in the steps below.  There will also be videos at the end of this posting which will demonstrate how to create a Table of Contents. (BTW, I am using a Mac to create this Table of Contents because that is what I have available. I have included a video at the end which will explain how to do it with Windows.)

Preparing Your Review for Your Table of Contents

1. Write your review and insert headings where necessary.  
2. Using the template, the Main Headings (Heading 1) have already been formatted.  They are bold and centered.
3. Highlight a subheading (Heading 2) and click on the Heading 2 box in the Styles Section of the Home Menu at the top of your document in Word.  This should make this subheading bold and left justified. Do this throughout your review.
4. Highlight a sub-subheading (Heading 3) and click on the Heading 3 box in the Styles Section. This should bold this sub-subheading and indent it 5 spaces.
5. You get the idea - continue this to your sub-sub-subheadings, but I don't think that you will have any of those.

Asking MS Word to Create Your Table of Contents

Now that you have identified the headings et al. that you want to be included in your Table of Contents, MS Word can create your Table of Contents

1. Place your cursor where you want your Table of Contents to be located.
2. From the Insert Menu, select Index and Tables.
3. Select Table of Contents from the appearing window. 
4. Select From Template (See, we even created the TOC template for you.)
5. VOILA!!!!!   You have a Table of Contents!

Updating Your Table of Contents

As you make ongoing changes to your review, it will mess up the accuracy of your TOC.  You can update it at will.  (Will who?)

1. Right-Click on your TOC.
2. Select Update Field.
3. Make either selection on your appearing window.
4. VOILA!!!!!   You have an updated TOC!

Creating a Table of Contents using Windows (Word 2013)

Creating a Table of Contents Using Mac OSX (Word 2011)

Google Docs

Google Docs is the same system as Word.  Here is a 2 minute video that shows you how to do it.  The only difference is that Google Docs creates hyperlinks instead of page numbers.  That is OK for now.  You can play with the page numbers when you are finalizing your final paper in your final semester. 

How to Modify Existing Heading Styles for the APA Format

If you want to create an automatic Table of Contents in Word, then you need to format each of your headings using the appropriate Style format (see an earlier posting).

Word uses Headings 1, 2, 3, etc to identify the position of each title in the Table of Contents.  Therefore, you need to modify each of the Word headings so that they will match the heading formats defined by APA.

I have created a 7-minute video that demonstrates how you can do this.  Remember that you are not creating new styles.  You are modifying existing styles.

Addressing Level 3 Table of Contents Problems

Trying to get APA format and Microsoft Word capabilities can be a problem at time - especially when it comes to the automatic Table of Contents.

As noted in an earlier posting, if you format each of your headings with a Format Style (Heading 1, Heading 2, Heading 3) MS Word can create a Table of Contents for you.

Problem is that the Level 3 APA heading causes a problem so that it won't register in the Table of Contents. The problem is that the heading is on the same line as the regular text.  See the example below:

Level 3 Example:
     Generation Z. This generation is a unique generation because they will not have lived in a time when the World Wide Web didn't exist.

There are two ways to beat this problem:

1. Don't worry about it.  Be happy with only having levels 1 and 2 in your Table of Contents - Be Done With It.
2. Insert the lines for the Level 3 headings into the Word-Generated Table of Contents and place the Level 3 heading and page number into it manually.

Deciding which of these tactics will be completely up to you.  If you select option 2, I have created a 4-minute video that explains the process.

Happy Writing and 

I would appreciate your feedback on how well this addressed your needs.

Using the Five Levels of Heading in APA Style

Organization is a key element in article/review organization.  This organization is achieved through the headings the writer uses to provide a framework for the reader.

The American Psychological Association has a set of 5 levels that they include in their framework: (The following graphic was shared in the APA Style Blog.)

http://blog.apastyle.org/apastyle/

Here are some points that you should realize about these headings:

• All of the levels are bolded except level 5
• Level 1 is the only level centered.
• Level 2 is the only level left justified.
• Levels 3 - 5 all end with periods.
• Levels 1 & 2 are the only levels that use Title Capitalization.  Levels 3 - 5 use Sentence Capitalization.
• Levels 4 & 5 are indented.

Here is the beginning of a sample document using these headings. Click here to get to the rest of the document.

http://blog.apastyle.org/apastyle/

Module 11: Listing Those References

You must have AT LEAST 10 references cited in this document. Most of these must be peer-reviewed journal articles although there may be a few that may be used as background content instead of providing a research foundation.

In Module 7, I provided a collection of documents and videos on satisfying APA format.  The two most important resources include a video, Writing References According to the APA Manual  and a written cheat sheet, APA Format: A Quick Guide.

Here are some important points to remember when you are creating your Reference list.  REMEMBER YOU are responsible for the correctness of your References page so you must review the materials above AND the APA manual:

• List your references using the APA 6th edition format. (You may use the auto-citation tools in Google Scholar or other online tools, but you are responsible for ensuring that the format is correct.  Usually, the problems lie in the use of italics.
• Use a hanging paragraph format.
• Sequence these references alphabetically by first author.
• SINGLE SPACE each of your references but DOUBLE SPACE between the references.
• All of the references in this list MUST have been cited in your paper.
• All of the references cited in your paper MUST be in this list.

Below is a short sample of how you might create your references.  Review this list to see how your reference list might appear.

References 

Fellner, T., & Apple, M. (2006). Developing writing fluency and lexical complexity with blogs. The JALT CALL Journal, 2(1), 15-26.

Feltham, M., & Sharen, C. (2015). What do you mean I wrote a C paper?" Writing, revision, and self-regulation. Collected Essays on Learning and Teaching, 8, 111-138.

Hanjani, A. M. (2015). Collaborative revision in L2 writing: learners’ reflections. English Language Teaching Journal, 70(3), 296-307. Retrieved from http://eltj.oxfordjournals.org/content/early/2015/10/21/elt.ccv053.abstract.

Hariadi, B., Dewiyani Sunarto, M. J., & Sudarmaningtyas, P. (2016). Development of web-based learning application for Generation Z. International Journal of Evaluation and Research in Education, 5(1), 60-68.

Module 11: Refining Your Abstract

You are almost done!!!

You have written your Introduction, Methodology, Analysis and Discussion, Conclusions and Recommendations.   Now, all that you need to do is complete the beginning and the end of your Literature Review.  You need to complete your Abstract and your References.

Abstract

You have been reading abstracts forever.  These are the short, 150-word descriptions that give you a brief description of the contents of the article.  Within this short passage, you expect to find the topic, purpose, methodology, and conclusions. This provides a useful overview for researchers.

Your abstract should follow the same structure as your review:

1. Describe the topic in one sentence;
2. Explain the purpose, thesis or organizing construct and the scope of the article;
3. List the sources used; and
4. Review the conclusions.

The best way to evaluate the completeness of an abstract is by asking yourself if it tells enough about the article for a researcher to read and decide whether this article will be useful for her research.

Here is an example of a good abstract that follows the outline above:

Universal Design for Learning (UDL) can be used to create differentiated learning environments. This review examines the effects of Universal Design for Learning on student achievement in a secondary school setting. Seven peer-reviewed research studies and one doctoral dissertation published between 2002-2010 were selected for analysis. The reviewed research studies indicated that students tended to perform better when material was presented through a multitude of channels and students were given a choice of methods for demonstrating proficiency. Future research into using UDL in the K-12 curriculum was recommended. (88 words)

Did it accomplish what was intended?  Please note that it is only 88 words.

Adding Your Appendices

What do I do with all the rest of the forms and data and huge tables that I want to include in my Literature Review?

I place them at the end in the APPENDICES!!!

You probably won't use an Appendix in your One-Theme Literature Review, but here is valuable information for a later date.

The Appendices (if there is only one, it is called the Appendix) is where you can share information that is too complex and detailed to be included in the text of the report. While you may put tables and figures throughout your report, the Appendices holds copies of your surveys, timelines, complex data tables, long lists, or lists of articles that support your project but are not cited in the paper. In short, the Appendices is where you put what you can’t place elsewhere.

The Appendices is comprised of multiples Appendix(es): 

• Each Appendix must be on a separate page and be given page numbers.
• Appendices must be included in the Table of Contents.
• Each appendix is titled with a Letter and a Name (e.g., Appendix C: Faculty Survey). This title is placed at the top of the page as a Heading 1.
• In the text of the paper, each Appendix should be referred to by letter and name (Appendix A, Appendix B, Appendix C) in the text of the paper. (Example: See Appendix C Faculty Survey)
• If your Appendices refer to information outside of the document, you must cite the source within the appendix and include the reference in your References list

There are other nuances to using Appendices. 
If you are interested, visit Library and Learning Standards, Rasmussen College (2019)

Examples Relevant to Literature Reviews

It can be useful to have examples of writing if you are trying to create a specific style of a document.

You will find a number of examples throughout the RWLDs, the Assignment pages and in the back of the Galvan book.

"10-page" Literature Reviews for Seminar:

• The Effect of Lecture Capture Technology on Student Learning in Higher Education by Ima Writer
• Using Universal Design for Learning to Create Differentiated Learning in a PostSecondary Setting by Grady Grade

"30+ page" Literature Review (written as an IT Masters Culmination Activity)
Here is an example of a well-written, student-written literature review.  The review is actually 39 pages (+ references) but it will provide a good example.

Facilitating Transfer for Adult Learners Through Cross-Cultural e-Learning by Andy Rose

The Effects of Blended Learning on K-12th Grade Students (Lora Bora)

This is a thorough review of the research.  Three themes were identified: 1) engagement, 2) achievement, and 3) student perceptions.  She referred to another literature review on the subject to help provide a framework at the beginning. You will find that she used each of the themes as headings to provide a consistent framework for the reader.   The Conclusions and Recommendations section is extensive but it uses the same heading topics to keep a consistent organization for the reader.

Affordances of Flipped Learning and Its Effects on Student Engagement and Achievement (Jerry Corpman) This is a well-organized review that is explores flipped learning. A review of the literature found three themes (identified as research questions in this paper.)  These themes are 1) comparing flipped learning with traditional learning, 2) effects on student engagement, and 3) effects on student achievement. Notice how he uses a table to compare the various studies and their results (the table’s format is a little strange because it was converted from MS Word.)  Review how he discusses the information in each table and how he is comparing the research results.

Using Google Tools to Enhance Secondary Writing Instruction (Berra Sahara)

This review took an interesting strategy.  The author wanted to explore research about the effectiveness of the Google Tool Suite in enhancing secondary writing.   Unfortunately, there isn’t much research on using Google Tools in the classroom so she found research about effective strategies in teaching writing at the secondary level.  As she used research to define these effective strategies, she noted how Google Tools might address each strategy.

Published Peer-Reviewed Literature Reviews:

Emily R. Grekin PhD & Dinah Ayna MSc (2012) Waterpipe Smoking Among College Students in the United States: A Review of the Literature, Journal of American College Health, 60(3), 244-249.

    This is an interesting topic. We are including this review because it is used in our text book (Pan, 2010) This review generally follows the format and outline we are suggesting:

• The Abstract is unique because it contains synopses for each of the parts of the review. (We will not use this format.)  
• The Introduction is intriguing. The last paragraph on the first page identifies the gaps it plans to fill (themes).
• The Methods section is brief.  It answers most of our methodology questions.
• The Results section is similar to the Analysis and Discussion section in our format.
• The headings align with the topics listed at the end of pg 244.  They don’t match exactly. The demographic correlations topic is split into to headings in the Results section.
• Each section of the Results identifies and explains relevant studies. They will compare and contrast these relevant studies. In some sections, they relate to other sections or the research as a whole.
• Notice how the Table is used to present the information about the various studies in a graphic form.  The Prevalence of the Waterpipe Use section compares and contrasts the data in the table.  These studies are referenced in the other sections as well.
• There is not culminating Comment section talks about the strengths and limitations of the present body of literature. These are conclusions about the studies and recommendations for future research.  
• The Conclusions section is brief.  
• Notice that neither of these sections cites the studies when they refer back to the actual studies as we will be doing in our literature reviews.
• So what do you think?  How do you feel as a reader?  Regardless of whether you feel that Waterpipe Smoking is a worthwhile topic for research, did this author succeed in sharing and analyzing the waterpipe literature?

What do you think?  Were these examples useful?

Z

Module 10: Sharing Your Conclusions and Recommendations

     Now that you have captured your readers' attention with your captivating Introduction . . . and you have informed them of the research questions you will pursue . . . and you explained how you went about your search . . . and you shared your findings . . . it is time to tell your readers "what you think."
     Up to this point, your readers didn't care about your thoughts.  All that they wanted to know was what studies had to say about answering your specific research questions.

Writing the Conclusions: You have been talking about what EVERYBODY ELSE discovered. NOW it is time for you to share YOUR OWN OPINIONS. You have the opportunity to tie together the loose ends that you have discovered as you combed through the literature. This is where you can discuss what your discoveries mean to you and ultimately to the rest of the world.   This is where you cite the studies you have already introduced and share the similarities and differences you found when you were working on them.  To avoid redundancy, review the list of ideas at the bottom of this post.

Writing the Recommendation: 

Remember that this section has two parts.  It has your conclusions and then it has your recommendations for how this information should be researched/applied in the future.  The recommendations section is where you can direct your readers towards ways to extend and use your literature review.  This section will include recommendations for:

• Future research
• Classroom applications
• Educational policies and procedures
• Program revision or other warranted situations

The recommendations section is often where future researchers will get their ideas of what else to explore.  Administrators will gain their brainstorms for how to use this information to improve educational institutions.

Writing It - Do not underestimate the importance of the conclusion - it is the last thing the reader reads. It should give your writing a sense of completeness and leave a lasting impression on the reader.

     There is no one correct way to write a conclusion but you might think about the following:

• Synthesize - don't summarize! Don't repeat things said in the main body (the reader has already read this!) but show how your ideas,  your examples and your references have combined to support your line of argument.
• Don't introduce new information. Remember that you are bringing closure to what has already been presented.
• Reference and Cite Studies. This is where you will be citing and referencing the research you have previously introduced.  You MUST Compare and Contrast the outcomes of those studies to support your conclusions!!
• Bring your paper full circle by echoing the introduction. But talk about the topic now with the hindsight of having developed your ideas in the body of your review.
• Emphasize key material but acknowledge where there are opposing viewpoints which might qualify your argument.
• Pose questions which still remain to be answered or further explored or require further study.
• Point out the importance of the implications of what you have said on your field of research or your area of work.
• Describe lack of closure - You may feel you were not always able to arrive at conclusions to your questions. Being able to recognize the lack of a conclusion can be good in that it demonstrates you understand the complexity of the problem.
• Leave on an exciting note - You might save a provocative or exciting insight or quotation to add spice to your conclusion. But take care not to risk diverting attention from the arguments you have developed - avoid leaving the reader with a new direction that needs researching when you want your ideas and deliberations on your topic to take centre stage.

MUST READ:   Hints for Writing a Conclusion - This document does a good job of providing a mindset for writing your conclusion. Read it carefully for hints on how to begin your conclusion as well as examples of what your conclusion should NOT be. 

Elements of the Conclusions and Recommendations Section - Provides two examples of this section along with commentary about what is there and what could be added.   These are from the full examples that were cited earlier.

Leave your reader feeling fulfilled and ready to move along on the road to knowledge.