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Se2:PurposeofLiteratureReview
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Althoughliteraturereviewsmayvaryagtodise，theiroalissimilar.Aliteraturerevieilatiosignifitsourasubjedrelatesthefindihesesourarationalmaiurereviewauthor’sownthesis.Aliteraturereviewestablisheswhichsourcesaremostrelevanttoitsauthor’spointandwhichsourcesaremostcredibletothediseathand.Iurereview，theresultsofpreviousresearcharesummarized，anizedaed.
Theaimofaliteraturereviewistoshowyourreader（yourtutor）thatyouhaveread，andhaveagoodgraspof，themainpublishedwaparticulartopicorquestionihisworkmaybeinanyformat，inlimaybeaseparateassig，ororoductorysesofareport，dissertatiohelatterparticular，thereviewwillbeguidedbyyourresearchobjectiveorbytheissueorthesisyandwillprovidetheframeworkforyourfurtherwork.
Itisveryimportayourreviewshouldnotbesimplyadesofwhatothershavepublishedintheformofasetofsummaries，butshouldtaketheformofacriticaldis，showinginsightandanawarenessuments，theoriesandapproaches.Itshouldbeasynthesisandanalysisoftherelevantpublishedwork，lialltimestoyourowionale.
Activity2-1:Developingcritiking
Didthestudentinthefolloleshowcritikihefollraphawoquestions.
&（2001）suggestedthatteachersfiftedlearnersshoulduseadifferentiatedcurriculumthatprovidesgreaterdepth，variedtopiacceleratedpace.Theyalsoclaimthatteustbeusedtramgoalsaheindividualhegifted.Thisclaimisathatinformationandunisteologybeusedeffectivelytoassistthegiftedlearners...However，thepositiveresultsfiftedareheiionofteology.Thesestudentswillhavelikelylearnedwell，evenwithouttheiionofteologyintothecurriculuTeologyisohodinformation.
1.Ueshowcritialysisoftheauthor’swork.
2.Howwouldyouuheauthor’suseested”
and“thisparagraph?（Seelaoknowmore）
Activity2-2:Analyziures
Belowarefourversionsofaheliterature.Asyoureadthem，youmayheyvaryinanumberofways.Disgroupsaablewhichfollowsthetext.（Alsopayattentioationpatterheseversions.）
VersionA:
ThereadingsprovidegevideowhetherESLstudentsfruagebadsvaryinperformandbehavior.Kobayashi（1984）reportsdiffereioricalpatterns.Huang（1985）cludesthatgoodlanguagelearnersinPeople’sRepubliafiesadoptedbygoodlanguagelearnerselsewhere.Olleretal.（1970），ascitedbyTesdell，foundthatspellingerrorsvariedagtotheL1writiesdell（1984）foundnosuchvariation.
VersionB:
Fromastificperspective，retstudiesaimedatiiherlauralbadihelearningofEisfactory.Theavailablework（1-3）issmall-sdreportedonlyinsummaryforWeaknessesialdesignandiisticaltestsmeanthatnosbedrareseherresearecessary.
VersionC:
&leastfourpapersrelevaionofbadvariatioheearliestfoundthattheL1writingsystemhadaonspellingerrors（Olleretal.1970），butlaterworktradictsthisfinding（Tesdell1984）.JapanesemaybeiheirbadiheyainginEnglish（Kobayashi1984）.Oherhand，goodlanguagelearnersmaybesimilaralloverthew1985）.
VersionD:
Tesdell（1984）foundthatspellingdidnotvaryagtolanguagegroup，althoughheearlierstudy（Olleretal.1970）showingvariatitoRomannon-Rsystems.SpecificrhetoricalpatternsinwritiifiedforJapanesespeakersbyKobayashi（1984）.Irast，Huang（1985）seemedtoshowthatatleastgoodlanguagelearnersinPeople’sRepubliaadoptedsimilarstrategiestothoseidentifiedelsewhere（e.g.，Rubin1975）.Itisdifficulttodrawthesefiperhapstospeculatethatbaayaffealearningstyle.
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