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A six-step model offers invaluable assistance for selecting a topic, searching the literature, developing arguments, surveying the literature, critiquing the literature, and writing the literature review.

Review
"Machi and McEvoy have crafted a guide to writing a literature review that is absolutely elegant in its simplicity. The writers take the reader from the simple to the complex in an extremely well-written, logical sequence of bite-sized steps. This is the most useful guide to writing a literature review available anywhere." (Leonard O. Pellicer, Distinguished Professor Emeritus )
"The authors have compiled one of the most authoritative yet practical guides to the literature review process. Novices will rapidly develop needed skills by completing the many exercises and reviewing the excellent end-of-chapter summaries, and any researcher can benefit from the six-step model that acts as a road map for both the academic and the professional writer." (Eugene J. Muscat, Professor of Management and Information Systems )
"This book presents the frame for the research thought process. The literature review model used throughout the text emphasizes how the literature review is integral to the entire research process, not just the beginning." (Diane Benson, Chair, Department of Nursing )
"Perhaps the only challenge greater than conducting an effective review of the literature is teaching the novice researcher how to do so. This text meets the need of both student and teacher! Even the experienced researcher will undoubtedly gain some insight within these pages." (Jim Cox, Author, President, JK Educational Associates )
"The literature review is such a critical component of conducting and presenting good research. Whether the reader is a student preparing to write a thesis or dissertation, or a major advisor overseeing such work, this book provides an array of insights about what an effective literature review looks like and offers specifics about what it addresses in terms of content and structural framework." (Kenneth R. Stevenson, Chair and Professor of Educational Leadership and Policies )
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