• http://www.aafp.org/afp/2002/0115/p251.html 
• Published on University Library

 (http://library.ucsc.edu) http://library.ucsc.edu/help/howto/write-a-literature-review great resource for any writer starting out. Additional Links:
[1] http://faculty.mwsu.edu/psychology/Laura.Spiller/Experimental/sample_apa_style_litreview.pdf
[2] http://www.deakin.edu.au/library/findout/research/litrev.php
[3] http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html

• www.unc.edu/depts/wcweb/handouts_pdf/Literature_Review.pdf
• http://web.pdx.edu/~dbls/HowtoWriteLiteratureReview.htm 
• http://web.pdx.edu/~bertini/pdf/literature_review.pdf  
• http://depts.washington.edu/psywc/handouts/pdf/litrev.pdf
• http://www.sportsci.org/jour/9901/wghreview.html 
• http://www.whitesmoke.com/how-to-write-a-literature-review.html 
• http://pareonline.net/getvn.asp?v=14&n=13
• http://library.edgewood.edu/help/literature-reviews.pdf
• http://lib.uah.edu/researchassistance/literaturereview.html
• http://www.york.cuny.edu/~washton/student/Org-Behavior/lit_rev_eg.pdf
• http://www.ncsu.edu/tutorial_center/writespeak/download/Synthesis.pdf
• http://www.youtube.com/watch?v=xuJr0TVXy0o 
• http://library.mtaloy.edu/dotAsset/1231423.pdf
• http://acc.roberts.edu/NEmployees/Hamilton_Barry/WRITING%20A%20LITERATURE%20REVIEW.htm 
• http://www.d.umn.edu/~hrallis/guides/researching/litreview.html 
• http://www.mahalo.com/how-to-write-a-literature-review 
• http://web.psych.washington.edu/writingcenter/writingguides/pdf/litrev.pdf
• http://owl.english.purdue.edu/owl/resource/666/01/ 
• http://depts.washington.edu/psywc/handouts/pdf/litrev.pdf
• http://www.ncsu.edu/tutorial_center/writespeak/download/Synthesis.pdf 
• http://www.smu.ca/administration/library/litrev.html 
• http://library.concordia.ca/help/howto/litreview.php 
• http://www.iupui.edu/…/Literature%20Review%20and%20Synthesis.pdf
• http://linguistics.byu.edu/faculty/henrichsenl/researchmethods/RM_3_03.html 
• http://www.ssdd.uce.ac.uk/learner/New%20page.htm 
• http://www.lynchburg.edu/x11027.xml 
• http://www.sjsu.edu/faculty/christen/review_guidelines.html 
• http://nairobi.daad.de/docs/Title,%20Abstract,%20Introduction,%20Literature%20Review-Boga.ppt 
• http://medlib.bu.edu/training/gms/modules/litReview/litReviewPres.ppt 
• http://web.presby.edu/writingcenter/guides/bio1.html 
• www.flinders.edu.au/slc_files/Documents/Brochures/lit_review.pdf

http://library.ttu.edu and http://scholar.google.com/ and http://www.google.com/unclesam

 http://www.students.gov/STUGOVWebApp/Public?topicID=15&operation=topic 

http://tools.seobook.com/keyword-tools/ lists other Keyword search tools…

http://www.searchengineguide.com/bill-hartzer/keyword-researc.php a great begining for anyone new at the search process …

http://www.associatedcontent.com/article/2089483/writing_winning_ksas_for_federal_jobs.html KSA and Keywords have a relational value both for your career goals and in the research you will be tasked to accomplished…

 http://smj.org.sa/PDFFiles/Jan02/Biomedical.pdf … Remember ambiguity exists when using special notions, notations, or even words. KSA does not always mean what you are looking for… reflect, review, refine, restrict your search and choice of keywords when doing research…

book mark or subscribe this channel for more about ENGL 1302

I must credit my Professor Paschel who taught me LIBRARY 1100 for much of my understanding of the TTU Library Resources. I recommend LIBRARY 1100 course @ TTU to any prior to taking ENGL 1301/2 courses at any  Campus in Texas University System. This was a well structured object oriented class with a mix of rich media for the student with activities for labs online in the real world.

• What is Advanced Rhetoric and Composition aka Texas ENGL 1302?
• How can I be successful in ENGL 1301/1302?
• Are there online resources for instruction with lecture?
• Do Flash Cards help?
• Where do I recruite a peer to review?
• How can I write a thesis statement?
• What is an Essay?
• How do I construct an argument?
• How do I construct a review?
• What is research?
• What is style? really!
• More comming soon… first I must find the answers to these questions… stay tuned for more…

Texas Tech University: TTU English 1302 Group Five is a must see student video at http://www.youtube.com/watch?v=i8xaZTpRutk

Action Plan Motto “Get’r Done Now!”"ENGL 1301 & 1302 as presented online at TTU requires in depth skills prior to taking the course. Third party labs should be purchased well in advanced prior to taking this course to ensure you will be prepared. I can see where the Bedford online tools would help. I also believe some of the Pearson Mastering course could prepare you. By then you could clep out or take an AP test. Unless you are prepared in advance, taking this course expecting to learn from lectures or lectures notes is a false expectation promoted by the CODE and the ENGL Catalogue entries.”As with any project, selecting a contractor to provide services requires careful specification. The terms and conditions of any contract can come into ambiguity because the less than stellar precision if the English Language. 

Where Textbook does not mean textbook and where other aspects of the pedagogy has been evolved, hybridized, or otherwise altered for profits[this may not be a bad thing when accomplished for good of the student community]. I am still teaching myself with little or no real added value from this course and the provision provided online or offline by the TTU English Department. I have yet to complete the portion of the course and am working to complete an incomplete. Reflections on perfections? Once you do without any feedback or mentoring one will be little better than a monkey at a typewriter.Not only the writing theory is lacking dissertation within the scope and text of the anthology we find as in “First Year Writing: Writing in the Disciplines”; there is little if any available feedback systematized in the framework of the Raider Writer.

As a Learning Management System, Raider Writer fails miserably on many levels. From a system engineering outlook this is at the best an alpha code that has yet to be tested for metrics of design standards. Real lack if system specification adds noise to the relationship of the student-learning aka  audience & consumer with the contributor that would be the English Departments Teacher of Record and the Document reviewers.I believe I have learned this is more complex in its construction than intended. My goal at this juncture is to complete the course and to student the comparative day to day changes of the distance blog from the first days of the class in June to the present and to compare it to the other content online from previous version of prior or current instructors.

Clearly, this distance blog is not instructional other than providing additional assignment material and some dialogue of motivation.  For any real instructional one must pay Pearson or others to learn the aspects presented in the textbook and then take this course as a “final exam” for credit.The current state of the art in this area of student writers has clearly eclipsed the TTU English Department’s understanding and they perfect this current curriculum for online distance learning with lectures being replaced with content of the Pearson Custom Textbook and any other product offered by Pearson Learning Systems. Other than the test features of the Bedford products online the real value is in the St. Martin’s Handbook 6/e in hardback. In the art and the science of writing or authoring works it is more about the relationships of your own peer group you can recruit and call upon for critique and review of the works and how they may or may not be accomplished by your current draft.The social metrics of WP and Raider Writer as presented in this course do not provide for this team approach to writing.

In the real world, I can offer from my own experiences this can be accomplished both online and directly in Face to Face networking. Black Board and other e-Learning Management Systems provide for this team-social connectivity lacking in the English Department @ TTU first year writing online courses. I am sure in time with additional money, code, and talent that this system may evolve. The real question is the quest worth the delay when off the shelf tools exceed the means of the current destination of the Raider Writer System Design Protocols?I am not a better writer today because of this program. I have however benefitted greatly from Library 1100 online course and can whole heartedly recommend it to all. Without that course, I doubt I would have been in a position to struggle to the bitter ends in this course.

This is not about personalities. This is solely a matter of definition of design and TC of the original catalogue specification for the course. I believe in the future some or all of these issues raised will have to be address by University College “CODE” and how this course is promoted “sold” to the consumer. I did not take the initial course ENGL 1301 so my comments are limited to the review of this Summer Semester 2010 and the prior online blogs of previous classes for ENGL 1302 both online or in class. Few if any citations exist in the online distance blog are made to the previous website with prior content. I do not suggest error or failure to cite but would strongly suggest all take note this is malformed in its totality and should be reviewed, revised, republished, and retained in a fixed format with annual review to be in sync with the next Textbook Editions from Pearson or others who may contract such custom editions textbooks or other handbooks.   

Once I am completed in the full aspects of the assignments found in the Raider Writer table  labeled Syllabus, I will have to revisit this post to add a final reflection. The course syllabus is segmented and embedded across the modules on the distance blog, the Pearson First Year Writing: Writing Across the Disciplines, Raider Writer Code, and the course standards maintained by the English Department. Part of the course challenges is to piece it all together into you own action list. Any enabling skills you may not have or cannot acquire from the textbook will have to seek other sources of help. Writing Center may provide some help but again if you do not have the skills to begin with at the first of this course, be prepared to get addition labs or “mastering” training elsewhere. Library.ttu.edu is a great tool to find online audios, videos, etc. for “Rhetoric & Composition” … even You-tube(TM) is a great place to look.

1. If available, review and reflect on feedback provided by TTU English Department on prior draft.
2. Segment the draft into logical paragraphs and to revise the syntax of each sentence.
3. Reorder the sentences for flow and clarity.
4. Analyze the grammar found in each paragraph. Revise as needed for quality of the message thesis.
5. Consider replacing the words with more precise meanings or pleasing sound, rhythm, or rhyme.
6. Say it out loud in my own voice. Have Microsoft® Anna read aloud from an Acrobat® reader.
7. Sleep on it one more day, then make final changes… repeat steps 5,6,7 one time then proceed to step 8.
8. Print it out and look at it… balance the imagery chosen if any and review the color impact on the viewer. Ensure the presentation image supports the audience’s  understanding and acceptance of the material presented. Say it aloud one last time before turning it in via email in specific formats or other submission forms online. Freeze the version with version control in Word or file conventions.
9. Archive the work. Accept the grade and correct the work as revised. Find a mentor to advise how you can learn from this experience. Determine if the course completion met the grade objectives for the degree. Consider if taking the course again will help your future as a writer or move on to the next course as needed.
10. Relax and start anew for fall classes begin August 26, 2010. Consider campus selection for Spring 2011 and if I can get into University College of London.
11. Begin Rosetta Stone Spanish and prepare for Clep Spanish and for English as needed …
12. Review and adapt all collegiate plans that can lead to a law degree and taking the bar tests in EU and USA.

<< Work always is in Progress while adapting the plan in execution!  >>

Action Plan Motto “Get’r Done Now!”

Response received and action in progress continues this week to end the clogged gears in delivering the works. This previously remained a work in progress that was on hold due to limited response from the TTU STAFF and the WC is closed until next semester starts. For those who collect absurd ambiguities of English WC does not mean water closet in the British Framework but for Writing Center as promoted by Writing Across the Curriculum geeks who promote it across the USA. I  have chosen to push forward in this process without waiting for any constructed review, critique, or other inputs from TTU English Department. They are busy ( I am sure) preparing for Fall Semester. I hope this mirroring of past efforts is reviewed and redesigned to omit the limitations of past recursive errors found in this current courseware.

Delivery, at times, is more important to Rhetoric’s canonical process than more practice or revision. For this cause, one must perform via delivered works. As one sees in the stage of life, there can be encores later when the tempest abates. Time is always the essence in which we burn our path toward success. When failure is eminent, one must change course! Failure should never be the planned destination for any person, place, or process. Life is too short to wallow in failure. When it does come [failure], we must begin de Nova. Claim a new beginning and find a path toward real success. Hindsight is valuable; but not at the expense of future success in hitting the right targets defined in your plan’s specification.

I will not be using this First Year Writing Text from TTU/Pearson after this course is complete. This is a poorly arranged and is inconsistent for use as a primer. Complex and awkward in voice, Pearson Custom Learning should consider the rush to publish and reconstitute old content into new text can reduce the value of the text to the learning experience. I do recommend Writing in the Works by Blau and Burak. Most all the editing boxes in the St. Martin’s Handbook are useful. Without feedback from peer or instructor(s), my writing goals have suffered this summer.

I will be returning to an alternate campus for my English Studies and will be purchasing tutorials from a number of other colleges in preparation for law school and LSAT. National University has a great number of online resources I am considering. I do not recommend TTU ENGL 1302 course as currently structured to any student that is learning the craft of writing. This course should only be accomplish by experienced writers who need to test out of the credit but prefer to do it over a semester period rather than a clep test.  This is a self taught course with limited feedback channelization. Any student in need of added feedback or additional practice should consider alternatives preps and cleps.

I am working on my  final draft of a classical argument (August 15, 2010). I am still waiting on feedback from the staff at TTU that can take days ( or longer) rather than hours in most other campus online courses. I still need to determine if I will wait for this feedback or pay a tutor to proxy this aspect so I can deliver it before my deadlines expire on the 23 of August. My plan is clear and written to Get’r Done and to just do it with or without the instructor of record or the Department of English staff. There seems to be a real lack of support this summer and obviously they were unprepared to present this course online with full support. I plan to maintain this blog and to research computer based training for Rhetoric and Composition training across America. MIT has a great open source strategy for this topic.

More will follow here about creating your own step wise plan to complete your writing projects. For those with immediate needs for planning, I recommend the free courseware at Www.Simpleology.Com and the many talented members of Mark Joiner’s team.

Original:

The Gutenberg Press, invented by Johannes Gutenberg in 1468, is recognized as critical factor in ending the Dark Ages at the dawn of Europe’s Renaissance. Often, with the advent of new technologies, authored works do not utilize all available communication pathways that can originate from a published page. In this joy ride [research] interloping field theory subtopic of  SC. I explore published works that have GL Model at their center of focus in order to compare English and non-English methods used to convey thoughts on this topic. 21st Century publishing is still rooted in the standards of the past. Modern Desktop publishing as we know it today began in the mid-1980s and matured with the advent of Windows® 95 and MicroSoft® Office in 1995. June of 2010 Microsoft® released their latest toolset as Office 2010. Adobe® also has become a leader in publishing tools providing rich media standards that are now accessible via Adobe® Acrobat®9 or later versions. Just as the Renaissance began to burn away the Darkness of the Dark Ages in Europe, WWW with rich media hubs is now accelerating the multisensory exchange of knowledge based in online hypertext libraries.

Revised:

The Gutenberg Press, invented by Johannes Gutenberg in 1468, is recognized as a critical factor in ending the Dark Ages at the dawn of Europe’s Renaissance. Often, with the emergence of new technologies, authored works do not use all available communication pathways that can emerge from a published page. In this joy-ride, I start a quest for insight interloping field theory subtopic of SC. I consider published works that have GL Model at their center of attention. My initial steps were in order to compare English and non-English methods used to convey thoughts on this topic. 21st Century publishing is still rooted in the standards of the past. Modern Desktop publishing as we know it today began in the mid-1980s and matured with the advent of Windows® 95 and MicroSoft® Office in 1995. On June of 2010, Microsoft® released the most prevalent tool set “Office 2010″. Adobe® also has become a leader in publishing tools providing rich media standards that are now accessible via Adobe® Acrobat®9 or later versions. The dawn of Renaissance began to burn the Darkness of the Dark Ages in Europe away, WWW with rich media hubs is now accelerating the multisensory exchange of knowledge based in online hypertext libraries.

Reflection:

This remains a  work in progress and on hold due to limited response from the TTU STAFF and the WC is closed until next semester starts. For those who collect absurd ambiguities of English WC does not mean water closet in the British Framework but for Writing Center as promoted by Writing Across the Curriculum geeks promote it across the USA. Real 21st Century Writing in meant to be a team sport. Role play as coach, mentor, editor, peer and more is needed in any instructors relationship with a student writer. Instructors who fail to bring this to the table are not committed to the such of the young writer. Empowerment should not be confused with doing it for the student. Enabling objectives in this empowerment process include many steps. Leave one step out and just as in dance, the whole process is out of step…

My reflection here is simple. Real work as a writer can be lonely if you fail to involve others. In fact, that is the reason most writers fail. Success in writing, if not for your own personal use, requires an audience. Ancient Rhetors knew to practice delivery meant not only to script your discourse but to craft the words for the process of entering the audiences cognitive foyer.  To ease the ears into acceptance of the thought you want to share. Plain Language standards around the globe is not meant to limit a writer’s work but to expand the working into adjacent languages so that a larger audience can be accessed. Plain English is the global standard in force today by common agreement. New writers need to embrace this in their future works. This embrace will ensure their share of a global audience.

I believe I can find a writers group online where I will have access to peers and to editors who can assist me in my professional works. For now, I am restricted to the limits of this course as designed and with their intent at creating a virtual teacher embedded in the so called custom edition of First Year Writing: Writing Across the Disciplines. I have great hope future renditions of this course will embrace more modern online methodologies as other University/Colleges have accomplished [MIT, National University, Penn Foster, Harvard, Regents, etc.].

Peer Critiques play a valued role in any writer’s inner circle &  ”Mastermind”.  Peer Critiques are not the same as an Editor’s critique with actionable marks. Both are necessary for any writer to discover, acquire, develope, and access their next level as a productive writer. Self critique with revision methods is where your maturity as a writer grows the most. Below is an attempt at revision from a self critique as there was no access to peer or editorial critiques from this class.

Original:

DARPA’s Arpanet evolved into a hypertext relay during the last half of the 20^th Century. As methods and means outstripped the existing architectures of personal computing, Microsoft® Windows 95 with WWW browsers led the way for rich media to enrich all communication communities during the Spring of 1995. I was born and served my country during the Cold War. Since I could remember, I have played with computers, computer parts, and embraced intelligent networks all of my life. During the early 1980, I maintained an Arpanet Node at DARPA’s BRL in Aberdeen, MD for two years. From this vantage point, I knew the world was changing beyond what we had into a gigabit entanglement[GE]. We now know GE as the World Wide Web [WWW]. My research with conjecture includes an analytical decomposition of cited documents in plain language via a literature review to recompose an ordered acquisition of how knowledge on a topic can be a joy ride interloping field theory via virtual online pages.

Revision:

DARPA’s Arpanet evolved into a hypertext relay during the last half of the 20th Century. WWW deployment across the global backbone network quickly outdated the existing architectures of personal computing. Microsoft® Windows 95 with WWW browsers blazed a trail for rich media to enhance all communication communities during the Spring of 1995. I was born and did serve my country during the Cold War Era. Since I could remember, I have played with computers, computer parts, and embraced intelligent networks all of my life. During the early 1980, I maintained an Arpanet Node at DARPA’s BRL in Aberdeen, MD for two years. From this vantage point, I knew the world was changing beyond what we had into a gigabit entanglement[GE]. We now know GE as the World Wide Web [WWW]. My researched theory includes a systematic decomposition of cited Plain Language documents. My literature review recomposed an ordered acquisition of how knowledge on a topic can be a joy ride seeking insights interloping field theory via virtual online page content.

Reflection “DAR”:

In my classical arguement’s introductory paragraph, I discovered my sentence structures were too complex. In addition, some had serious errors on verb construction or omissions. I noted the need to preserve the imagery of the notions portrayed in this text while improving the sentence size, scope, and structural sequence. There was little to go on at first. I had not supportive team in place for peer or editorial critiques. the goal of revision is to improve the piece for the reader and the thesis discoursed. I hope this is an improved version that will continue to be revised and corrected this week. You inputs are welcome and appreciated… thanks in advance.

“If thought can corrupt language, then language can corrupt thought” (George Orwell)

“The key to successful leadership today is influence, not authority.”  ( Kenneth Blanchard, writer)
 ”Freedom lies in being bold.” (Robert Frost, poet) 

“You need to overcome the tug of people against you as you reach for high goals.” (George Patton, General )  

“I feel that the greatest reward for doing is the opportunity to do more.” ( Jonas Salk, virologist )

1. brainstorming
2. freewriting
3. prewriting
4. evolved writing aka revision
5. techniques and tricks of the trade be heard just say it out loud…
6. ….narrative  … story … structure …
7. beat is a pause///dialogue\\\ must have an idea becomes a story that establishes a theme
8. screenplay {structure structure structure  =  story story story} has a “begining middle end”
9. both brains are requires to be a great writer throughout the process…
10. decomposition skills aids recomposition skills
11. scene[array] = movie
12. array is 1 through n of frames per second …
13. story board vs the dailies…
14. cinema and tv are merging as HD redefines each to the same venue digitally.
15. Blue screen your mind to become your directed dreaming… digitize your vision quest …

Real lessons on how to write better … involve internal and external team creation, leadership, role analysis, role playing, role exchanging … imagineering in a stepwise progression toward a perfected deliverable product.

This is a work in progress ……… Always be prepared to deliver … know who the decision makers are … be able to take it to the top of the food chain … always ensure your cut off the top and the back end … have an intellectual interest [get it in writing... own it]… never sell out … go beyond the limits set by your Mentor(s)/Professor(s) … do not be tied to the past or the present if it is the future you intend to change!!!!! No limits just do it!!!!

http://www.unc.edu/depts/wcweb/handouts/literature_review.html

http://www.unc.edu/depts/wcweb/handouts/index.html

Great Resources for any First Year Writing Student!