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A CRITICAL ANALYSIS OF THE LITERATURE REVIEW SECTION OF
GRADUATE DISSERTATIONS AT THE UNIVERSITY OF BOTSWANA
Olufemi Akindele, Communication Studies Department, University of Botswana
Abstract
The literature review is one genre that requires the writer to justify the need for their own
research by critically evaluating previous research. It involves both a statement of
personal judgment and an appeal to shared norms and values. My experience over the
years of graduate supervision indicates that many ESL students in African universities
find it difficult to express evaluation. This seems to result from difficulty in their critical
thinking skills. Although many appear proficient in their writings; but quite often they
find it difficult to maintain that expert identity in their use of critical voice. Drawing
examples from the literature review section of 30 completed Master’s theses from the
University of Botswana, I examine the problems which postgraduate students have in
adopting the use of critical thinking and voice in their writings. I found that quite a
significant number of them were unable to shed light on any gaps in previous research,
resolve conflicts amongst seemingly contradictory previous research; show insight and an
awareness of differing arguments; link the review at all times to the rationale and purpose
of their study.
Key words: student writing, identity, voice, critical thinking, literature review
Introduction
There has been considerable literature on identity and voice in L2 writing, and in
particular debate on the role of voice in writing pedagogy (Hyland, 2002a, 2002b;
Matsuda, 2001, Stapleton, 2001). Much of this debate has been provoked by suggestions
that learners from interdependent cultures (i.e. cultures where collective values take
precedence over individualism (Botswana, for example), lack individualized voice in
their writing. This non-availability of individualized voice has been attributed to social
norms and acculturation (Atkinson, 1997; Fox, 1994; Ramanathan & Atkinson, 1999).
However, other studies have pointed out that all cultures have voice, as is heard in the
various types of English across the world (Kachru, 1986, 1999). The use of the first