ED_PSYCH-526-s.dai-2025-04-11-06-54-25

Title of Course [Advanced Academic Writing – The Literature Review ]

Prefix and Number [ED_PSYCH 526]

Semester and Year [Fall 2026]

Number of Credit Hours [3]

Prerequisites [ED_PSYCH 505 - Introduction to Educational Research; ED_RES 563 - Principles of Research]

Course Details

Day and Time: Tuesdays, 4:10 PM - 7:00 PM

Meeting Location: Cleveland 255

Instructor Contact Information

Instructor Name: Oluwafemi Johnson Sunday

Instructor Contact Information:

Office: Cleveland Hall 366
Phone: (509) 335-4105
Email: oluwafemi.sunday@wsu.edu

Instructor Office Hours: Tuesdays: 11:00 – 1:00 PM or by appointment

TA Name: [tbd]
TA Contact Information: [office location, phone, email]: [tbd]
TA Office Hours: [tbd]

Course Description

ED_PSYCH 526 aims to develop students’ skills in crafting comprehensive, argument-driven literature reviews for educational research. Emphasizing a process-based and interpretive approach, students will engage with empirical studies to identify key themes, theoretical perspectives, and areas of inquiry. The course guides students in refining research questions, synthesizing diverse sources, and applying APA writing conventions. The final product will be a polished literature review—grounded in academic rigor and conceptual clarity—suitable for inclusion in a thesis, dissertation, or scholarly manuscript.

The course is structured around weekly writing, reading, and synthesis tasks that build cumulatively toward a complete literature review. Instruction will include targeted lectures, guided workshops, peer-review sessions, and one-on-one writing feedback. Students will be expected to engage actively with scholarly sources, maintain a synthesis matrix, draft sections of their review in stages, and revise based on structured feedback. They will select a topic relevant to their research interests and work toward producing a literature review that can support a thesis proposal, dissertation chapter, or journal submission. Emphasis is placed on developing a scholarly voice, structuring arguments with clarity, and positioning one’s work within ongoing research conversations in the field of education.

Course Learning Objectives

Based on classroom instruction, writing workshops, peer review, assigned readings, and reflective activities, each student should demonstrate the knowledge and skills associated with developing a high-quality, argument-based literature review. By the end of the course, students will be able to:

Explain the role of literature reviews in educational research and distinguish between conceptual, integrative, and narrative approaches.
Formulate a researchable problem or guiding question based on critical engagement with existing scholarship.
Locate, select, and organize credible empirical research using advanced search strategies and citation management tools.
Critically evaluate the methodological and conceptual contributions of studies within a defined area of inquiry.
Synthesize scholarly literature using organizational strategies such as thematic or chronological structuring.
Apply APA 7th edition guidelines for citation, format, and scholarly tone.
Compose and revise a structured, argument-driven literature review suitable for inclusion in a thesis, dissertation, or scholarly manuscript.
Reflect on feedback and incorporate revision strategies to improve clarity, coherence, and scholarly contribution.

Course Materials

Books

Galvan, J. L., & Galvan, M. C. (2017). Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences (7th ed.). Routledge. [Cost: New for $67 and used for about $31 on Amazon.]
- This text provides a clear, student-centered approach to constructing narrative and integrative literature reviews, with practical examples and chapter-by-chapter guidance on structure, synthesis, and voice.
American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). [Cost: New for $21 and used for about $15 on Amazon.]
- The authoritative guide to APA style, including citation, formatting, tone, and ethical writing practices essential for scholarly work in education and the social sciences.

Other Materials:

Recommended Other Book

Hart, C. (2018). Doing a Literature Review: Releasing the Research Imagination (2nd ed.). SAGE.
Ridley, D. (2012). The Literature Review: A Step-by-Step Guide for Students (2nd ed.). SAGE.
Machi, L. A., & McEvoy, B. T. (2021). The Literature Review: Six Steps to Success (4th ed.). Graff, G., & Birkenstein, C. (2021). They Say / I Say: The Moves That Matter in Academic Writing (5th ed.). Norton.

Software

We will conduct statistical analyses using SPSS. You will be able to access a free copy of this software through the university and a VPN connection. You also have the option to buy a personal copy. You can find vendors at: https://www.ibm.com/products/spss-statistics-gradpack. The Base Grad Pack should be sufficient for the analyses we will run. You might also want to run JAMOVI, a free statistical package. You can find more information about JAMOVI at https://www.jamovi.org/

Fees: [NA]

Course Format

This in-person course will incorporate a variety of instructional approaches to support the development of scholarly writing skills. Activities will include individual writing, class discussions, small group collaboration, partner peer reviews, guided workshops, short presentations, instructor-led mini-lectures, readings, self-reflection writing, and peer evaluations.

The course is writing-intensive and will move at a steady pace, with assignments designed to build toward the completion of a full-length, argument-based literature review. Class sessions will alternate between instructional input, hands-on writing activities, and opportunities for formative feedback. Students are expected to complete assigned readings and writing tasks prior to each class and come prepared to actively participate in discussions and workshops. Consistent attendance and engaged participation are essential to your success in this course.

**Student Learning Outcomes (SLOs)**
Course Learning Outcomes (students will be able to:)	Activities Supporting the Learning Outcomes	Assessment of the Learning Outcomes
1. Understand the purpose and types of literature reviews in educational research	Reading response, in-class discussions	Homework assignments, Article critique, literature review, revision memo
2. Develop a researchable problem or guiding question based on literature gaps	Topic proposal, outlines submission
3. Locate, evaluate, and organize empirical sources using educational research databases	Search log, annotated bibliography
4. Synthesize scholarly literature thematically or methodologically to build an argument.	Synthesis matrix, draft sections
5. Critically assess the methodological and conceptual contribution of individual studies	Article critique, peer discussion
6. Apply APA 7^th edition guidelines and citation practices accurately.	Citation exercise, final literature review
7. Produce a polished, argument-driven literature review suitable for graduate-level research.	Final literature review (graded rubric)
8. Revise academic writing in response to feedback	Peer review workshops, revision memo

**Course Schedule**

**[Please note that a WSU semester is 15 weeks + Thanksgiving/Spring Break. The schedule below does not include the break.]**
Dates	Lesson Topic	Assignment	Assessment
08/25, Week 1	Writing Reviews of Academic Literature	Ch. 1	In-class topic exploration
09/02, Week 2	Navigating Library Resources & Database Strategies	Ch. 2	Search strategy log introduced
09/09, Week 3	No Class – Labor Day
09/16, Week 4	Selecting and Narrowing a Review Topic	Ch. 3	Topic Proposal Due
09/23, Week 5	Organizing Sources and Beginning the Selection Process	Ch. 4	Source summaries drafted
09/30, Week 6	Conducting Deep Analysis of Articles	Ch. 5	Article critique instructions distributed
10/07, Week 7	Analyzing Quantitative Research	Ch. 6	Annotated Bibliography Due
10/14, Week 8	Analyzing Qualitative Research	Ch. 7	Begin building synthesis matrix
10/21, Week 9	Synthesizing & Organizing Notes	Ch. 8	Synthesis Matrix Due
10/28, Week 10	Outlining the Review: Structure & Argument Flow	Ch. 9	Outline & Draft Introduction Due
11/04, Week 11	Drafting the Literature Review	Ch. 10	In-class writing workshop
11/11, Week 12	Coherent Academic Writing & Scholarly Voice	Ch. 11	Critical Article Review Due
11/18, Week 13	Revising and Integrating Feedback	Ch. 12	Peer Review Draft Due
12/02, Week 15	APA Formatting & Final Edits	Ch. 13	APA workshop
12/09, Week 16	Final Presentations & Wrap-Up		Reflective presentation & course closure

*** The schedule is subject to change throughout the course of the semester to accommodate guest speakers and student needs. Changes will be announced in class***

Expectations for Student Effort

For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside of class.

Attendance and Participation:

Attendance and class participation are required, and absenteeism will affect your grade. Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time if allowed. Missing class meetings may result in a reduction in the overall grade in the class.

Preparedness:

Students are required to check the Canvas site before class each week to check announcements and retrieve material needed for class. Class notes, worksheets, and other materials will be posted weekly on the Canvas site. Students are required to complete reading assignments before class, as class discussions and activities elaborate on the readings. Class time will NOT be spent lecturing over the readings.

Respectful behavior:

In order to foster a productive learning environment, students will demonstrate respectful behavior during class discussions and other activities. Respectful behavior includes refraining from interrupting others during discussions, listening to comments and discussions with an open mind, providing opportunities for all students to speak, and basing comments and critiques on the theories being discussed.

Student Accommodations:

Reasonable accommodations are available for students with a documented disability. If you have a disability and need accommodations to fully participate in this class, please either visit or call the Access Center (Washington Building 217; 509-335-3417) to schedule an appointment with an Access Advisor. All accommodations MUST be approved through the Access Center. For more information, contact a Disability Specialist on your home campus: 509-335-3417, http://accesscenter.wsu.edu, Access.Center@wsu.edu. Please inform the instructor as soon as possible should you think you require any accommodation.

Research Training

Online research training provides you with an introduction to basic research concepts. Two trainings are required:

Online Plagiarism Tutorial - Presenting another person's information, ideas, or phrasing as your own work without proper acknowledgment of the source. Our policy makes no distinction between intentional and unintentional plagiarism. Cheating includes, but is not limited to, plagiarism and unauthorized collaboration as defined in the Standards of Conduct for Students, WAC 504-26-010(3). You need to read and understand all of the definitions of cheating: http://app.leg.wa.gov/WAC/default.aspx?cite=504-26-010. If you have any questions about what is and is not allowed in this course, you should ask course instructors before proceeding. If you wish to appeal a faculty member's decision relating to academic integrity, please use the form available at conduct.wsu.edu. The address for the tutorial is https://ip.wsu.edu/learn-english/plagiarism

Grading

Assignment Breakdown
Type of Assignment (tests, papers, etc)	Points	Percent of Overall Grade
Examinations	30	30%
Homework Assignments	25	25%
Article Reviews	15	15%
Research Project Presentation	10	10%
Final Research Paper	20	20%

The course grade a student earns is determined by the following combination of criteria:

Annotated Bibliography (15%)
Throughout the semester, you will identify potential scholarly sources that align with your literature review topic. This assignment provides an early opportunity to explore your area of interest and begin building a foundation of research for your final review. Each student is required to locate and cite a minimum of 25 sources, of which at least 20 must be peer-reviewed empirical journal articles published within the last 10 years. The remaining five may be scholarly books or high-quality reports (e.g., from government agencies or research centers), but they must be rooted in research—not theoretical or anecdotal commentary.

In addition to compiling citations in proper APA 7th edition format, you will select 10 sources and provide full annotations using a structured annotation template. Annotations must summarize the key findings, evaluate the article’s contribution and methodology, and describe its relevance to your research focus.

This assignment supports critical reading and sets the groundwork for the synthesis and argument-building that follow.

Synthesis Matrix (15%)
The synthesis matrix is a tool that helps you visually organize your sources by theme, method, findings, or theoretical perspective. Using the matrix format, you will chart how multiple articles speak to overlapping or diverging areas of inquiry. This assignment supports the development of your organizational strategy for the literature review and provides a bridge between reading and writing. Your matrix should include at least 10 sources and be updated as your literature base expands. It will be submitted with an accompanying short memo (250–300 words) describing the major themes or patterns you are beginning to see and how you plan to structure your review.

Critical Article Review (15%)
In this assignment, you will select two empirical research articles from your bibliography and write a focused, in-depth critique. The review should assess the article’s research design, data analysis, conceptual framing, and overall contribution to the field. This is not just a summary—it’s a critical evaluation that asks: What does this study offer? What are its limitations? How does it influence the direction of your own work? You are expected to reference APA guidelines for scholarly critique and incorporate vocabulary of research methods and synthesis. The final review should be 2–3 pages, double-spaced.

Review Outline and Draft Sections (10%)
To support the development of your final literature review, you will submit a structured outline and at least one partial draft section (e.g., introduction, theme section). The outline should follow a logical structure informed by your synthesis matrix, including section headings, transitions, and argument flow. Draft sections will be reviewed for clarity, synthesis, voice, and use of evidence. Instructor feedback will focus on both content and organization. Submitting thoughtful drafts is essential for success on the final review and will help you stay on track.

Peer Review and Workshop Participation (10%)
This course places a strong emphasis on writing as a process. To that end, you will participate in at least one formal peer review session, where you will exchange draft sections and provide written and verbal feedback using a guided rubric. You are also expected to be an active participant in all in-class writing workshops. Your grade will be based on the quality of the feedback you provide, your preparation, and your responsiveness to peer and instructor input. Peer review is a vital opportunity to see how others interpret your writing and improve the clarity and coherence of your argument.

Participation and Weekly Activities (5%)
This portion of your grade includes attendance, in-class writing, group discussions, check-ins, and informal reflections. To succeed in this course, you must come to class prepared, actively engage with your peers, and consistently contribute to workshop activities. Occasional short response prompts may also be assigned to support ongoing thinking about your review topic and writing process. Participation is not simply about presence—it’s about being an active member of a scholarly learning community.

Final Literature Review Project (30%)
The culminating assignment for this course is a complete, argument-driven literature review of 3,000–4,000 words. The review should synthesize empirical findings, build a clear line of reasoning, and support a research question or conceptual framework. Your review must follow APA 7th edition formatting and citation style and should be submitted with a reference list and optional reflective memo. Final submissions will be assessed using a detailed rubric evaluating synthesis, organization, scholarly voice, and citation quality. This is not a systematic review or meta-analysis—it is a narrative or integrative review grounded in empirical scholarship and written for a graduate-level academic audience.

**Grading Schema**
Grade	Percent	Grade	Percent
A	100.00-93.00%	C	76.99-73.00%
A-	92.99-90.00%	C-	72.99-70.00%
B+	89.99-87.00%	D+	69.99-67.00%
B	86.99-83.00%	D	66.99-60.00%
B-	82.99-80.00%	F	59.99% or below
C+	79.99-77.00%

Note: I reserve the right to change the scale if in favor of the student and I round to the nearest whole number.

Attendance and Make-Up Policy

Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time, if allowed. Missing class meetings may result in reducing the overall grade in the class.

Assigning Incompletes: University policy (Acad. Reg. #90) states that Incompletes may only be awarded if: "the student is unable to complete their work on time due to circumstances beyond their control".

Academic Integrity Statement

You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law.

All members of the university community share responsibility for maintaining and promoting the principles of integrity in all activities, including academic integrity and honest scholarship. Students are responsible for understanding the full Academic Integrity Statement. Students who violate WSU’s Academic Integrity Policy (identified in WAC 504-26-010(3) and -404) will fail the assignment, will not have the option to withdraw from the course pending an appeal, and will be reported to the Center for Community Standards. If you have any questions about what is and is not allowed in this course, ask your course instructor.

You are strongly advised to review the following resources to ensure that you do not inadvertently violate WSU’s standard of conduct:

If you cheat in your work in this class you will:

Fail the course
Be reported to the Center for Community Standards
Have the right to appeal my decision
Not be able to drop the course of withdraw from the course until the appeals process is finished

If you have any questions about what you can and cannot do in this course, ask me.

If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.

University syllabus statement and link

Students are responsible for reading and understanding all university-wide policies and resources pertaining to all courses (for instance: accommodations, care resources, policies on discrimination or harassment), which can be found in the university syllabus.