Abstract
We present an integrated model for teaching students to write psychology literature reviews. Students receive instruction in a sophomore-level research methods class about 5 writing tasks: (a) focusing research topics by linking several variables in a computer literature search, (b) systematically coding information from selected studies, (c) developing common measurer to describe out, comes in the selected studies, (d) searching for potentinl variables; that moderate those outcomes, and (e) evaluating research quality. We use these task, derived from meta-analysis, to teach students to write creative, integrated literature reviews. We argue that such instruction, presented early in undergraduates' training, prepares students 10 write formal papers in advanced courses.
