Why Do Students Find It Difficult to Write a Critical Literature Review for a UK Research Proposal?

Table of Content

Why Do Students Find It Difficult to Write a Critical Literature Review for a UK Research Proposal?

Writing a literature review is generally considered one of the most difficult stages of writing a research project proposal in the UK, whether it be at undergraduate, master’s, or doctoral level. Students are expected to not only summarise existing literature and provide citations for references found in a literature review but also to provide analysis, comparison, and evaluation of existing literature to justify their proposed research. Many students have difficulty with literature review writing because they do not understand what a literature review within the UK academic context is or how to write a literature review critically.

In UK universities, a literature review does not constitute a list of sources but instead represents a structured academic argument. A strong literature review example illustrates a significant level of engagement with existing literature, outlines gaps in the current body of knowledge, and places the proposed study within continually evolving academic discussions. This article will discuss why students struggle with writing critical literature reviews, including example literature review challenges, and how to overcome those struggles.[1]

1. Misunderstanding What “Critical” Means

There is often confusion about what it means to be critical when writing. Critical writing involves:

Evaluating strengths (and weaknesses) of research studies
Comparing differing points of view (or perspective)
Questioning the methods, assumptions, and conclusions of sources
Discussing the contributions of various sources to understanding a topic.

In writing, students frequently report descriptively by stating that “Author A found …” without analysing the significance of each finding or demonstrating how the study contributes to a broader systematic literature review.

2. Over-Reliance on Description Instead of Analysis

A lot of literature reviews look like annotated bibliographies. Some issues that can occur, are: [2]

Studying an individual study
Not interpreting anything
Not bringing together at least 3 or more high-quality studies to illustrate a pattern of agreement and disagreement among researchers and current trends in the field.

UK examiners require synthesis, where a critical literature review compares studies rather than listing them.

Descriptive Approach	Critical Approach
Summarises each study separately	Compares and contrasts studies
Reports findings	Evaluates quality and limitations
Lists what is known	Explains what is missing
No clear argument	Builds a coherent analytical narrative

3. Difficulty Identifying Research Gaps

To produce a successful research project proposal in the UK, students must demonstrate a clear research gap. Difficulties arise because.[3]

They have not researched thoroughly.
They confuse their own limited understanding of a topic as being “a topic about which I know little” instead of “a topic that has not been studied”.
They do not provide sufficient reasons for why this gap exists.

To define a gap, we need to look at both current and past literature from multiple perspectives, of all available reputable sources to see which questions are remaining.

4. Limited Use of High-Quality Academic Sources

It is evident that poor selection of source material will lead to limited and unconvincing critical debate on the topic.

5. Lack of Clear Structure and Thematic Organisation

Most college students arrange their literature review in a chronological order or by citing certain individual authors related to the area of research. This results in:

Redundant documentation of sources
No logical flow to research
Weak linkage back to the research question being proposed.

Instead of arranging the literature review based upon individual authors – the literature review should be grouped by themes, methodologies or viewpoints.

6. Insufficient Linking Back to the Proposed Study

Literature reviews are frequently reviewed by students, although many fail to relate it back to their own research proposal. Evaluators will anticipate the literature review to indicate:

Current materials inform the methodology used
Establish the need for the proposed study
Explain how the study will contribute to the field

Without these links, the literature review lacks purpose within the research project proposal.

Challenges with Academic Writing and Language

Critical writing requires precise academic language such as:[4]

“However,”, “in contrast”, “similarly”, “a limitation of this study is…”

Students who lack confidence in academic English tend to avoid evaluation and stick to safe description.

7. Summary of Key Difficulties and Solutions

Common Difficulty	Why It Happens	How to Overcome It
Writing descriptively	Misunderstanding “critical”	Evaluate and compare studies
No synthesis	Reviewing sources individually	Group sources by themes
Missing research gap	Narrow reading	Conduct broad, up-to-date searches
Weak sources	Using non-academic material	Use peer-reviewed journals
Poor structure	Writing chronologically	Organise by debates/themes
No link to proposal	Treating review as separate	Relate every section to your question
Language insecurity	Limited academic writing skills	Use critical language frameworks

8. Practical Strategies for Writing Critically

Writing a thorough and comprehensive literature review is vital to your overall research project. A well-written literature review should help direct your research and provide a solid foundation for your entire dissertation or thesis. The following activities can help you strengthen your literature review:

Find Review Articles to Study the Major Debates Within Your Research Area.
Develop Comparison Charts of Key Studies.

While You Are Reading, Ask Yourself the Following Questions	Examples of Critical Questions to Ask
What Method Are They Using? Are There Any Limitations? How Does Their Research Compare with Other Research? Create Thematic Paragraphs Rather Than Author-Based Summaries. Continually Refer Back to Your Statement of Proposed Research Each Time You Review.	What is the Reliability of the Research Method(s) Used? Are the Results of This Study Generalizable? What has the Author Assumed? What Areas Do They Not address or discuss?

9. The Role of Supervisor and Academic Support

With guidance from both supervisors and academic writing support, students can achieve: [5]

Clarifying their expectations of criticality
Select appropriate sources
Refining their overall structure and argument

Early feedback helps prevent the literature review from becoming overly descriptive and supports the development of a strong example literature review.

Conclusion

Students’ difficulty in producing an effective critical literature review for a UK research project proposal stem from misunderstanding critical analysis, over-reliance on description, difficulty identifying research gaps, weak structure, and limited use of high-quality sources. By synthesising and evaluating contemporary, peer-reviewed research, students can produce a convincing literature review that demonstrates academic engagement, supports the proposed study, and aligns with UK university expectations.

Why Do Students Find It Difficult to Write a Critical Literature Review for a UK Research Proposal? [Get Ethical Dissertation Support] or [Schedule a Free Consultation]

References

Leite, D. F. B., Padilha, M. A. S., & Cecatti, J. G. (2019). Approaching literature review for academic purposes: The Literature Review Checklist. Clinics (Sao Paulo, Brazil), 74, e1403. https://doi.org/10.6061/clinics/2019/e1403
Hung, M., Bounsanga, J., & Voss, M. W. (2017). Interpretation of correlations in clinical research. Postgraduate medicine, 129(8), 902–906. https://doi.org/10.1080/00325481.2017.1383820
Hempel, S., Gore, K., & Belsher, B. (2019). Identifying Research Gaps and Prioritizing Psychological Health Evidence Synthesis Needs. Medical care, 57 Suppl 10 Suppl 3(10 Suppl 3), S259–S264. https://doi.org/10.1097/MLR.0000000000001175
Zhang, H., Xu, X., Lei, V. N., Hong, W. C. H., & Jie, W. (2025). Academic writing challenges and supports for early-stage Chinese postgraduates: A mixed-methods study on teaching-research integration, supervisor engagement, and self-efficacy. PloS one, 20(2), e0317470. https://doi.org/10.1371/journal.pone.0317470
Birkeli, C. N., Isaksson Rø, K., Rustad, L., & Kvernenes, M. (2023). Educational supervisor’s perceptions of their role in supporting residents’ learning: a qualitative study. International journal of medical education, 14, 178–186. https://doi.org/10.5116/ijme.6544.cf18