MODULE II

1. LITERATURE REVIEW AND TECHNICAL READING

 The primary goal of literature review is to know the use of content/ideas/approaches in the literature to correctly
iden fy the problem that is vaguely known beforehand, to advocate a specific approach adapted to understanding the
problem, and to access the choice of methods used.
 It also helps the researcher understand clearly that the research to be undertaken would contribute something new
and innova ve.
 The quality of such review can be determined by evalua ng if it includes appropriate breadth and depth of the area
under study, clarity, rigor, consistency, effec ve analysis.

2. NEW AND EXISTING KNOWLEDGE

 New knowledge in research is interpreted based on existing knowledge, and cannot exist without it.
 Interpretation of new knowledge varies based on the researcher’s background, and perceptions can shift from
indifference to excitement.
 The significance of new knowledge can be argued by identifying existing problems in the field.
 Existing knowledge is essential to establish that there is a problem worth addressing.
 New knowledge is identified by pointing out what existing knowledge lacks, highlighting the originality of the
research.
 Literature surveys help identify what is already known and where the gap in knowledge exists.
 A strong foundation of existing knowledge, supported by references, strengthens the credibility of new knowledge.
 Textbooks often contain older, established knowledge, while research papers provide newer work in the field.
 Research papers are written for researchers already familiar with the field, assuming a certain level of knowledge.
 A literature review must explain how research builds upon previous work to facilitate theoretical growth.
 A comprehensive literature review helps eliminate irrelevant areas and opens new research avenues.
 A good literature review is expected of research students, as it demonstrates an understanding of the current state
of the field.
 The literature review should be thorough and avoid hasty conclusions, focusing on analyzing each reference
carefully.
 Synthesizing information from various sources enables meaningful insights into the topic.
 A good literature survey is a two-step process: identifying major topics and categorizing sources under the relevant
subtopics.
 Important findings from readings should be marked for later reference, indicating their relevance to the research.
 A comprehensive literature survey provides a solid foundation for the topic, research methodology, and shows how
the proposed work contributes to the field.

3. ANALYSIS AND SYNTHESIS OF PRIOR ART

 A er gathering sources, usually ar cles, for the literature review, the researcher is ready to break down each ar cle
and iden fy its useful content, synthesizing the collec on and drawing conclusions from the group of ar cles.
 The researcher should analyze the relevant informa on by:
o Understanding the hypothesis,
o Understanding the models and experimental condi ons used,
o Making connec ons,
o Comparing and contras ng the various informa on,
o Iden fying the strong points and loopholes.
 A literature survey grid can help crystallize the informa on into categories based on N topics and M sources.
 It is essen al to be suspicious of claims made in the sources, especially in the case of exaggerated or unsupported
claims.
 Accep ng available informa on without cri cal thinking can hinder one’s ability to go beyond it in future research or
fail to cri cally analyze one’s own results.
 The goal of the literature survey is to iden fy unsolved issues, point out flaws in exis ng models or experimental
designs, and propose novel ideas or recommenda ons.
 No ma er where the informa on is sourced, researchers must cri cally evaluate each resource they intend to cite. This
evalua on methodology analyzes materials for their suitability for the research.
 Relying on refereed ar cles from scholarly journals or granted patents can save me and ensure credibility.
 Key criteria for evalua ng sources include:
o Authority: The author’s creden als and affilia on, as well as the publisher of the informa on.
o Accuracy: Whether the informa on is credible based on exis ng knowledge and whether the author cites other
sources to support their claims.
o Scope: Ensuring the source is appropriate in terms of its level of detail or research relevance for the topic at hand.

4. BIBLIOGRAPHIC DATABASES
 "Bibliographic databases" refer to "abstracting and indexing services" that are useful for collecting citation-related
information and possibly abstracts of research articles from scholarly literature and making them available through
search.
 Performing simultaneous searches through such large databases may allow researchers to overtly rely on any one
database and be limited by the intrinsic shortcomings of any one of them for quality research.
 A researcher should be able to quickly identify the databases that are of use in the idea or problem that one wishes
to explore.

5. WEB OF SCIENCE
 Web of Science (formerly ISI or Thomson Reuters) includes mul ple databases and specialized tools.
 It is an excellent search tool for scholarly materials, requiring an ins tu onal license, and allows researchers to search
by selec ng available fields such as tle, topic, author, or address.
 Researchers can sort by the number of cita ons (highest to lowest) and publica on date.
 To narrow down the search, researchers can use quota on marks for phrases, add more keywords, or use the "Refine
Results" panel to filter by keyword, type of material (e.g., peer-reviewed journal ar cles), date, language, and more.
 The "Cited Reference Search" op on helps trace ar cles that have cited a previously published paper, revealing how
an idea has been applied, improved, or extended over me.
 Structured searches like this help refine the search to ensure that the results yield relevant sources, making the
research process more efficient.
 The search result can be broadened or narrowed based on the researcher's needs using built-in fields provided by the
website.
 Each search result provides essen al informa on, such as the tle, authors, journal type, volume, issue number,
publica on year, abstract, and keywords, helping the researcher decide whether to obtain the full version of the paper.

6. GOOGLE AND GOOGLE SCHOLAR

 Google is a great star ng point for exploring a new topic, offering freely available informa on such as reports from
governments and organiza ons. However, it has limita ons:
o It’s a "black box" with no quality control, and results come from various sources.
o Limited search func onality and refinement op ons.
 Google Scholar limits searches to scholarly literature, but has its drawbacks:
o Some results may appear scholarly but are unreliable.
o Not comprehensive, as some publishers don’t make their content available to Google Scholar.
o Limited search func onality and refinement op ons.
 Search operators can help refine results:
o OR: Broadens search to include synonyms or variant spellings.
o Brackets/Parentheses: Combine OR'd synonyms with another concept.
 o Quota on marks: Narrow search to specific phrases.
o Site: Limits search to specific domains or websites.
o File type: Limits search to specific file extensions (e.g., PDF, PowerPoint).
 The Search Tools bu on in Google provides addi onal op ons, such as filtering by date.
 To find the best resources, academic databases should be used alongside Google. These databases provide access to
journal ar cles, conference proceedings, and other scholarly resources, offering more relevant results with be er
quality control and search func onality. Select databases based on subject area, date coverage, and publica on type.
By u lizing these tools and techniques, researchers can efficiently find high-quality, relevant sources for their work.

7. EFFECTIVE SEARCH: THE WAY FORWARD

 A scholarly publication is authored by experts in a specific field and peer-reviewed for accuracy.
 The audience includes fellow experts and students; the content is complex and advanced.
 Engineering researchers refer to scholarly journals and peer-reviewed sources, but popular publications also provide
valuable content focused on trends and news.
 Research outcomes are typically not first shared in popular publications.
 Researchers should use comprehensive search tools, as not all information is available online; some content is only
in print.
 Scholarly information may take time to be published, meaning current news or emerging topics may lack immediate
research.
 The search process is iterative:
o Experiment with different keywords.
o Evaluate results.
o Modify searches and use filters.
o Review citations and references of relevant articles.
 After searching, engage in critical reading, make observations, and summarize findings.
 Compare and contrast the findings in detail.
 The process may need to be repeated multiple times.
 The conclusion of a literature survey includes:
o Summarizing key findings.
o Identifying gaps or challenges in the field.
 A literature survey is continuous, requiring revisiting earlier sources.
 It is important to remain active in reading and synthesizing ideas.
 New literature emerging may necessitate further searches and evolving connections.

8. INTRODUCTION TO TECHNICAL READING

 The number of papers relevant to a researcher is very few compared to the vast number of peer-reviewed papers available.
 It is crucial to rely on reputable journals and books published by established publishers rather than random online ar cles.
 The goal of reading an engineering research paper is to understand the technical contribu ons. Given the abundance of
journal ar cles, adop ng a quick, purposeful reading method is important.
 Reading research papers is not the same as reading a newspaper. Mul ple readings may be required, and many hours might
be spent on it.
 Ini ally, skim through the paper to decide if it is worth a careful read. Not all papers are worth reading in detail, as some
may have limited value or may be too complex to understand immediately.
 Start by reading the tle and keywords. If these don't catch your interest, stop reading and look for something else.
 Read the abstract to get an overview. If the abstract doesn't seem relevant, discon nue reading.
 If the abstract is interes ng, skip ahead to the conclusion sec on to see if the paper is relevant. Then, review figures, tables,
and cap ons to gain a broad understanding without inves ng much me.
 If the conclusion and figures interest you, proceed to the introduc on sec on to understand the background and the purpose
of the study, as well as how it advances the field.
 The next sec ons to read are the Results and Discussion sec ons, which are the core of the paper. Sec ons like Experimental
Setup/Modeling should be read only if you wish to delve deeper into the methods and data interpreta on.
 Constantly search for relevant literature and stay updated. For smaller projects, an advisor might assign key papers, but for
larger projects, a strategy is needed to manage the sheer volume of work.
9. CONCEPTUALIZING RESEARCH
 A research objec ve must focus on new knowledge, be accepted by the research community, and be recognized as
significant.
 It should be original, significant, and solvable. This implies thinking about methods and tools to obtain new knowledge.
 The significance, originality, theory, tools, and methods typically come from exis ng literature in the field.
 Developing a good research objec ve is challenging, requiring a deep understanding of exis ng knowledge. By the me
one has a clear research objec ve, they should be familiar with the literature to confidently define the problem.
 At the Ph.D. level, researchers must be experts on the edge of knowledge. This exper se is developed through
con nuous reading of the literature, which brings together:
o A significant problem,
o The knowledge to address it, and
o A method to generate new knowledge.
 How these elements come together differs for each researcher and field. However, staying immersed in the literature
is the only way to gain exper se.
 For smaller-scale research projects, conceptualizing the research may be difficult, and the researcher might not have
the me to become an expert.
 In such cases, a supervisor—typically an established expert in the field—can guide the researcher in iden fying a strong
research objec ve.
 Established researchers can quickly point to key literature that should be read first. Without this guidance, a researcher
may need to invest considerable me finding the important sources on their own.

10. CRITICAL AND CREATIVE READING OF RESEARCH PAPERS

Reading a research paper requires a cri cal approach. The reader should not assume that the reported results or
arguments are correct but instead ask appropriate ques ons and remain skep cal.
 Did the authors address the right problem? Are there simpler solu ons they overlooked? What are the limita ons,
both stated and ignored? Are the assump ons reasonable? Is there a logical flow to the paper or flaws in reasoning?
 These factors need to be carefully considered, alongside the relevance and importance of the work. Cri cal reading
requires judgment and the flexibility to discard ini al errors in judgment. It's also important to verify if the data
presented is accurate, if it properly supports the argument, and if the data collec on and interpreta on methods were
correct.
 Cri cal reading is easier than reading to find good ideas. It's simpler to spot mistakes than to iden fy valuable insights.
However, reading crea vely is more challenging. In crea ve reading, the goal is to ac vely search for other applica ons,
generaliza ons, or extended work that the authors may have missed.
 One should consider possible modifica ons that could lead to prac cal challenges. Crea ve reading helps iden fy areas
for further research, such as the next steps for inves ga on or poten al extensions of the current work. By combining
cri cal and crea ve reading, a researcher can extract the most value from the paper and poten ally find new direc ons
for their own research.

11. TAKING NOTES WHILE READING

 A researcher reads to write and writes well only if the reading skills are good.
 The bridge between reading and wri ng a paper is taking notes during and a er reading.
 The saying "the faintest wri ng is be er than the best memory" applies to researchers, emphasizing the importance
of taking notes.
 Many researchers take notes on the margins of papers or digitally on ar cle aggregator tools.
 In each research paper, one might highlight defini ons, explana ons, and concepts for later use.
 Ques ons or cri cisms should also be wri en down to avoid forge ng them later.
 Such efforts pay off when revisi ng the content a er a long me.
 A er thorough reading, a good technical reading should end with a summary of the paper in a few sentences describing
the contribu ons.
 To elucidate the technical merit, the paper should be compared with exis ng works in the area.
 A thorough reading should reveal whether there are new ideas, whether exis ng ideas were implemented through
experiments or applied in a new context, or if different exis ng ideas were brought together in a novel framework.
 The type of contribu on a paper makes can be be er understood by reading other papers in the area.
12. READING MATHEMATICS AND ALGORITHMS
 Mathema cs is o en the founda on of new advances in engineering research and prac ce.
 Engineering researchers generally cannot avoid mathema cal deriva ons or proofs in their work.
 These mathema cal components are the core of any technical paper and should not be skimmed.
 Careful reading of proofs or algorithms helps develop a solid understanding of the problem the authors are solving.
 Implemen ng complex algorithms in programming languages like C, C++, or Java is prone to errors.
 Even if the researcher is confident in the correctness of the paper, the algorithm may not work as expected.
 In such cases, the researcher might quickly code the algorithm to verify its func onality.
 Verifying and implemen ng algorithms ensures that the mathema cal and theore cal aspects of the research are
prac cally applied.

13. READING A DATASHEET.

 Researchers in different engineering fields need to read specific types of documents. For example, mechanical and civil
engineers must read drawings related to mechanical parts and buildings, while electronics researchers need
datasheets.
 Some mes, researchers in other fields may need to use electronic components, requiring careful reading of the
datasheet.
 The same principles apply: start by skimming the datasheet to decide if further reading is necessary.
 Datasheets act as instruc on manuals for electronic components, providing details about the component’s func on
and usage. They help researchers design or troubleshoot circuits involving the component.
 The first page usually summarizes the component’s func on, features, specifica ons, and provides a block diagram
illustra ng its internal func ons.
 The pinout sec on shows the physical pin layout, with a special mark for pin 1, ensuring the part is properly integrated
into the circuit. Some datasheets also include performance graphs (e.g., supply voltage vs. temperature) and safe
opera ng regions, which should be carefully reviewed.
 Look for truth tables that describe input-output rela onships and ming diagrams to understand how and when data
is sent and received.
 At the end, datasheets usually provide the physical dimensions of the component packages, important for printed
circuit board (PCB) design.
 When using a new part or selec ng one for research, it is recommended to read the datasheet thoroughly to
understand its characteris cs, which may save significant me during the project.

14. ATTRIBUTES AND CITATION: Giving credits wherever due

Academic wri ng must adhere to specific rules and conven ons.
 Among the most important are the rules for ci ng, referencing, a ribu ng, and acknowledging the works of others.
 Ci ng involves quo ng or referring to other authors’ works and ideas in the text, ensuring the context is clear for
readers.
 Referencing entails lis ng full publica on details of a cited work, providing background informa on for the readers.
 Acknowledgment in research publica ons recognizes contribu ons to scien fic work.
 While these terms—acknowledgment, a ribu ons, and cita ons—serve related purposes, they differ in their
applica on. Cita ons directly support arguments within the text, referencing provides the necessary bibliographic
details, and acknowledgment credits those whose work contributed to the research without being cited directly.

15. CITATIONS: FUNCTIONS AND ATTRIBUTES

 Cita ons (references) credit others for their work while allowing readers to trace the source publica on if needed.
 Any por on of someone else's work or ideas must be cited clearly in new documents, whether it's from papers, patents,
or presenta ons. This applies to texts, images, sounds, etc., and failing to do so may be considered plagiarism.
 Including a bibliography of previously published works creates a connec on between new and old research. A
researcher must cite sources according to the relevance of the context.
 Cita ons help readers verify the quality and importance of new work, offering jus fica on for the findings. It tells
readers that material in the work comes from another source, giving appropriate credit to the original author.
 Materials that can be cited include journal papers, conference proceedings, books, theses, newspaper ar cles,
websites, online resources, and personal communica ons.
 Cita ons should ideally be placed at the end of a sentence or paragraph. They must contain enough details for readers
to find the referenced material.
 A researcher needs to cite each source twice:
1. In-text cita on, where the source is quoted or paraphrased.
2. In the references list, typically at the end of a chapter or research ar cle.
 LaTeX, a document prepara on system used by engineering researchers, is effec ve in tracking and upda ng cita ons.
 The three main func ons of cita ons are:
1. Verifica on func on: Cita ons allow authors to find inten onal or uninten onal distor ons or misleading
statements, enabling readers to check if the original source is jus fied.
2. Acknowledgment func on: Cita ons help researchers receive credit for their work, crucial for their promo on,
funding, and reputa on in the scien fic community.
3. Documenta on func on: Cita ons document scien fic concepts and the historical progression of technologies.
 Cita ons are like currency for authors, as they honor and credit the contributors of ideas.
 Authors should cite sources to highlight the significance of their work and make their arguments clearer, ensuring they
don't overwhelm readers with irrelevant material.
 Some types of cita ons are problema c:
o Spurious cita ons: Ci ng when it’s unnecessary or without finding an appropriate source.
o Biased cita ons: Ci ng friends or colleagues without relevant connec ons, or avoiding cita on to prevent
credi ng certain individuals.
o Self-cita ons: Ci ng one's prior work, which is fine if relevant to the current research.
o Coercive cita ons: Editors forcing cita ons to increase their journal's impact factor, which is problema c despite
the impact factor’s importance.

16. IMPACT OF TITLE AND KEYWORDS ON CITATIONS

 Cita on rates of research papers depend on factors like significance, journal availability, publica on type, research
area, and the importance of the research.
 The length, type, and selected keywords of the tle also influence cita on counts. The tle is one of the most important
a ributes of a paper.
 It indicates the research area and serves as a key source of informa on during literature surveys.
 A good tle is both informa ve and a en on-grabbing. Some tles may be informa ve but not engaging, while others
may a ract a en on without being relevant to the research area.
 The number of downloads and cita ons can be affected by the tle.
 Three factors that influence a tle’s effec veness are:
1. Title type
2. Title length
3. Presence of specific markers
 Longer tles, which o en include detailed study methodology or results, tend to a ract more a en on and cita ons.
 Titles with ques on marks, colons, or references to specific geographical regions generally have lower cita on rates.
Result-describing tles usually a ract more cita ons than method-focused ones.
 Review and original ar cles typically receive more cita ons than short communica on ar cles.
 Including at least two keywords in the tle increases the chance of being found, read, and cited.
 Keywords are crucial for categorizing the ar cle and direc ng it to the relevant audience. They help search engines,
journals, and digital libraries categorize the research.

17. KNOWLEDGE FLOW THROUGH CITATION

 Knowledge flows through verbal communication, books, documents, video, audio, and images.
 In engineering research, knowledge primarily flows through books, theses, articles, patents, and reports.
 Citing sources is essential for transmitting knowledge from previous work to new innovations.
 Knowledge flow occurs between co-authors during collaboration and among researchers through paper citations.
 It also flows between institutions, departments, research fields, or topics.
 This knowledge flow drives advancements and the continued evolution of research.
 Proper citation ensures acknowledgment of prior work contributing to new discoveries.
 If paper A is cited by paper B, then knowledge flows through cita on networks across ins tu ons.
 The complex interdisciplinary nature of research encourages scholars to cooperate with each other to grab more
advantages through collabora on, thereby improving quality of the research
 The below figure shows a rela onship between co-authorship and different types of cita ons. Three ar cles (X, Y, and
Z) and five references (X1, X2, X3, Y1, and Y2) of ar cle X and Y, respec vely, are considered. A, B, and C are authors of
ar cle X, and D, E, F, G, and also A are authors of ar cle Y. Ar cle Z has two authors H and E. References X1, X2, X3, Y1,
and Y2 have authors (A, P), (H, R), (D), (Q, B, F), and (R), respec vely.

18. CITING DATASETS

 Engineering research now relies heavily on data for jus fying claims and providing experimental evidence, making data
cita ons important.
 Data cita ons must credit and legally a ribute contributors, and ensure dataset iden fica on and access.
 Ownership of data can be complicated, especially with large datasets, and funding issues may arise.
 Researchers must obtain necessary permission for using data.
 Cita ons should include sufficient informa on so readers can locate the dataset even if links break.
 A mixture of general and specific details should be provided to ensure that the dataset can be accurately iden fied.

19. STYLES FOR CITATION

 Cita on styles differ primarily in the order, and syntax of informa on about references, depending on difference in
priori es a ributed to concision, readability, dates, authors, and publica ons.
 Some of the most common styles for cita on
1. ASCE style (American Society of Civil Engineers)
 2. IEEE style (Ins tute of Electrical and Electronics Engineers

3. ASME style (The Associa on of Mechanical Engineers)

20. ACKNOWLEDGMENTS AND ATTRIBUTIONS

 The acknowledgment sec on appreciates contribu ons of individuals, organiza ons, or funding bodies to the work.
 If no specific guidelines are available, it can be placed at the end of the text or as a footnote.
 Acknowledgments recognize those responsible for the comple on of a research project.
 It shows the rela onships among people, agencies, ins tu ons, and research. Some individuals may assist in the
research but not warrant authorship, and such contribu ons should s ll be acknowledged.
 Proper acknowledgment is crucial in journal or conference papers, even for minor contribu ons.
 In engineering research, acknowledgments o en include technicians, students, funding agencies, grant numbers,
ins tu ons, those providing scien fic inputs, shared unpublished results, equipment, or par cipa on in discussions.

21. WHAT SHOULD BE ACKNOWLEDGED

 Every author should know what should/should not be acknowledged in their work.
 Authors should acknowledge quota ons, ideas, facts, paraphrasing, funding organiza ons, oral discussions, laboratory
and computer work.
 Quota on types:
o Direct quota ons: When the author uses actual words from the original source, enclosed in quota on marks, with
proper acknowledgment.
o Indirect quota ons: When the author paraphrases or summarizes the original quote, with proper
acknowledgment of the name and date.
 Non-research work contribu ons are not typically acknowledged in scien fic papers but may be in a thesis.
 Persons who provide scien fic or technical guidance, par cipate in discussions, or share informa on should be
acknowledged. This includes assistants, students, or technicians who helped experimentally or theore cally.
 If a researcher receives a grant from a funding agency, the support should be acknowledged with full details of the
funding program and grant number.
 Acknowledgment of services or facili es from centers or organiza ons not formally affiliated with the author should
also be included.
 Many technical journals discourage thanking reviewers in submissions, as it could be seen as favouri sm or an a empt
to influence reviewers.
 If results were presented elsewhere, such as in a journal abstract or at a scien fic mee ng, the author should cite the
relevant informa on. This includes the name, year, and loca on of the gathering.
 Acknowledging all help received demonstrates integrity as a researcher and encourages future collabora on.
 Failure to acknowledge funding could result in discon nua on of current funding and ineligibility for future funding.

An example of acknowledgment of grant received is as follows:

22. ACKNOWLEDGMENTS IN BOOKS/DISSERTATIONS
 A page of acknowledgments is usually included at the beginning of a thesis/ disserta on immediately following the
table of contents.
 These acknowledgments are longer than the one or two sentence statements in journal papers or ar cles in conference
proceedings.
 These detailed acknowledgments enable the researcher to thank all those who have contributed in comple on of the
research work. Careful thought needs to be given concerning those whose inputs are to be acknowledged and in what
order.
 Generally, one should express apprecia on in a concise manner and avoid emo ve language.
 The following are o en acknowledged in these types of acknowledgments: main supervisor, second supervisor, peers
in the lab, other academic staff in the department, technical or support staff in the department, colleagues from other
departments, other ins tu ons, or organiza ons, former students, family, and friends

23. DEDICATION OR ACKNOWLEDGMENTS.

 Dedica on is not used in journal papers, ar cles, or patents, but in larger documents like books, theses, or
disserta ons.
 While acknowledgments are for those who contributed to the work (edi ng, support, etc.), a dedica on can be made
to anyone the author chooses, such as a family member, friend, or even a pet.
 For example, a book may be dedicated to a spouse while also acknowledging them for their moral support.
 Acknowledgments in technical books may be brief, similar to journal ar cles.
 In technical reports, the acknowledgment sec on is o en a paragraph, longer than a journal ar cle but shorter than a
disserta on.
 The length of the acknowledgment typically correlates with the overall length of the document.