sample literature review ashford writing center

Collecting Your Sources

• APA Example
• MLA Example
• Chicago Example
• Gathering Sources for the Literature Review
• Organizing the Literature Review
• Writing the Literature Review
• Managing Your Sources
• Examples of Literature Reviews

Many theses and dissertations contain literature reviews.

Use the databases below to find a thesis or dissertation in your field., additional resources.

• Sample Literature Review Courtesy of the Writing Center at Ashford University
• Sample APA Paper Courtesy of Purdue OWL. Literature review begins on page 3.
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• Research Guides

Literature Review: A Self-Guided Tutorial

Using a synthesis matrix.

• Literature Reviews: A Recap
• Peer Review
• Reading the Literature
• Using Concept Maps
• Developing Research Questions
• Considering Strong Opinions
• 2. Review discipline styles
• Super Searching
• Finding the Full Text
• Citation Searching This link opens in a new window
• When to stop searching
• Citation Management
• Annotating Articles Tip
• 5. Critically analyze and evaluate
• How to Review the Literature
• 7. Write literature review

A synthesis matrix visually represents your research by organizing your sources by themes:

• Sample Synthesis Matrix Example provided by Ashford University Writing Center .
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• UWF Libraries

Literature Review: Conducting & Writing

• Sample Literature Reviews
• Steps for Conducting a Lit Review
• Finding "The Literature"
• Organizing/Writing
• APA Style This link opens in a new window
• Chicago: Notes Bibliography This link opens in a new window
• MLA Style This link opens in a new window

Sample Lit Reviews from Communication Arts

Have an exemplary literature review.

• Literature Review Sample 1
• Literature Review Sample 2
• Literature Review Sample 3

Have you written a stellar literature review you care to share for teaching purposes?

Are you an instructor who has received an exemplary literature review and have permission from the student to post?

Please contact Britt McGowan at [email protected] for inclusion in this guide. All disciplines welcome and encouraged.

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• Research Guides
• Graduate Student Resources
• Literature Reviews

Graduate Student Resources: Literature Reviews

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• Resources for ELL
• Info Lit Bits

Literature Reviews: An Overview for Graduate Students (NC State University)

Online Resources

• Writing a Literature Review (Ashford University) This Ashford University guide provides a step-by-step approach to writing a literature review as well as a video tutorial explaining the process.
• An Introduction to Literature Reviews (UVM Graduate Writing Center) This handout from the University of Vermont provides a detailed explanation of a literature review. It discusses how to assess a source and fill a gap in your review.
• The Literature Review: A Few Tips on Conducting It (University of Toronto) This guide from the University of Toronto provides an explanation of literature reviews and a list of questions to ask yourself about your argument and the sources you're reviewing.
• Literature Reviews Handout This worksheet from the Purdue OWL walks the writer through organizing their literature review and making sure they demonstrate the gaps in current research.

Print and eBooks

The Literature Review

How to Read a Paper

Health Sciences Literature Review Made Easy

Doing a Literature Review in Health and Social Care

Today's Hours

Helpful links.

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Writing a Literature Review: Organize, Synthesize, Evaluate

• Literature Review Process
• Literature Search
• Record your Search
• Organize, Synthesize, Evaluate
• Getting help

Table of Contents

On this page you will find:

Organizing Literature and Notes

How to scan an article.

• Reading for Comprehension
• Synthesis Matrix Information

Steps to take in organizing your literature and notes:

• Find common themes and organize the works into categories.
• Develop a subject level outline with studies you’ve found
• Expand or limit your search based on the information you found.
• How the works in each category relate to each other
• How the categories relate to each other and to your overall theme.

Available tools:

• Synthesis Matrix The "synthesis matrix" is an approach to organizing, monitoring, and documenting your search activities.
• Concept Mapping Concept Maps are graphic representations of topics, ideas, and their relationships. They allow users to group information in related modules so that the connections between and among the modules become more readily apparent than they might from an examination of a list. It can be done on paper or using specific software.
• Mind Mapping A mind map is a visual representation of hierarchical information that includes a central idea surrounded by connected branches of associated topics.
• NVIVO NVIVO is a qualitative data analysis software that can be applied for engineering literature review.

Synthesis Matrix

• Writing A Literature Review and Using a Synthesis Matrix Writing Center, Florida International University
• The Matrix Method of Literature Reviews Article from Health Promotion Practice journal.

Sample synthesis matrix

Synthesis matrix video

Skim the article to get the “big picture” for relevancy to your topic. You don’t have to understand every single idea in a text the first time you read it.

• Where was the paper published?
• What kind of journal it is? Is the journal peer-reviewed?
• Can you tell what the paper is about?
• Where are they from?
• What are the sections of the article?
• Are these clearly defined?  
• Can you figure out the purpose of the study, methodology, results and conclusion?
• Mentally review what you know about the topic
• Do you know enough to be able to understand the paper? If not, first read about the unfamiliar concepts  
• What is the overall context?
• Is the problem clearly stated?
• What does the paper bring new?
• Did it miss any previous major studies?
• Identify all the author’s assumptions.  
• Analyze the visuals for yourself and try to understand each of them. Make notes on what you understand. Write questions of what you do not understand. Make a guess about what materials/methods you expect to see. Do your own data interpretation and check them against the conclusions.  
• Do you agree with the author’s opinion?
• As you read, write down terms, techniques, unfamiliar concepts and look them up  
• Save retrieved sources to a reference manager

Read for Comprehension and Take Notes

Read for comprehension

• After first evaluation of sources, critically read the selected sources. Your goal is to determine how much of it to accept, determine its value, and decide whether you plan to include it in your literature review.
• Read the whole article, section by section but not necessarily in order and make sure you understand:

Introduction : What is known about the research and what is still unknown. Methods : What was measured? How was measured? Were the measurement appropriate? Did they offer sufficient evidence? Results : What is the main finding? Were there enough data presented? Were there problems not addressed? Discussions : Are these conclusions appropriate? Are there other factors that might have influenced? What does it need to be done to answer remaining questions?

• Find answers to your question from first step
• Formulate new questions and try to answer them
• Can you find any discrepancies? What would you have done differently?
• Re-read the whole article or just sections as many times you feel you need to
• When you believe that you have understood the article, write a summary in your own words (Make sure that there is nothing left that you cannot understand)

As you read, take (extensive) notes. Create your own system to take notes but be consistent. Remember that notes can be taken within the citation management tool.

What to write in your notes:

• identify key topic, methodology, key terms
• identify emphases, strengths, weaknesses, gaps (if any)
• determine relationships to other studies
• identify the relationship to your research topic
• new questions you have  
• suggestions for new directions, new sources to read
• everything else that seems relevant
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Literature Reviews

Writing the literature review.

Generally, the purpose of a literature review is to identify, synthesize, and analyze a published body of knowledge on a topic. A review may be an end in itself (a survey of what is known about a topic) or a preface to and rationale for engaging in primary research. A systematic review of literature makes transparent the criteria for including and excluding literature, primarily in the methods section. 

Basic Guidelines

• Be selective. Include only studies that are relevant to your topic. 
• Organize the literature review around major topics of concepts. Use headings or topic sentences to communicate your organizational principle. 
• Synthesize and evaluate – don’t just summarize. 
• Use summary to help the reader relate each section to the larger topic and to make clear the movement of your argument. Where have we just been and where are we now going? 
• Tell a story about the research. Use this to guide your organization. 

Organizing Tips

Place background information (e.g., descriptions of a clinical situation or a theoretical model) at points where it will be most useful for readers. For example, if several researchers have used the same theoretical approach, describe that framework prior to reviewing those studies. 

Divide your review into sections with appropriate descriptors, following the guidelines of the documentation system you are using. Your outline provides the basis for this division because it has already grouped studies together under headings and subheadings. Note that you may want to cite a particular study in more than one section. 

End each section in your review with a summary sentence or paragraph. The length of summary should reflect the length of the section. End the entire review with a comprehensive summary that reiterates the most significant aspects and findings. This final summary (the “Discussion” section listed in your overview) is also the place to make major comparisons, offer your opinion or critique the adequacy of research approaches and methods, and point out critical inconsistencies. Your critique paves the way for you to close your review by posing unanswered questions, recommending approaches and variables for future research, and suggesting implications. If your review is a preface to your study, your critique should reinforce the rationale for conducting your research. You will then state your research question(s) and/or hypotheses. 

Suppose you’re planning to write a literature review regarding the effectiveness of short-term group therapy in reducing depression among nursing home residents. You have now collected research and made a list of the areas covered by your research: 

Elderly people in nursing homes  Pharmacological treatment of depression  Use of psychotherapy among elderly people  Depression – causes, behavioral manifestations, effects  Measurement tools for depression  Societal attitudes toward aging  Psychological problems in elderly people  Depression in elderly people  Effects of group therapy  Side effects of drugs used to treat depression. 

Possible outline for the literature review: 

 Depression in general (problem)  Theories of causation   Behavioral manifestation   Effects   Depression in elderly people, particularly in nursing homes (problem and its scope)   Approaches other than therapy (previous work done)   Effects of therapy on depression  Long-term – disadvantages   Short-term   Group 

Notice that the outline proceeds from general to specific. As you move down the outline, you will deal with material in increasing depth, just as the relevance of the information to your own project increases. 

Sentence-Level Concerns

In the excerpts below, consider how the following affect readability: focus, sentence strength, citation placement, transition, and active vs. passive voice. 

The relationship between motivation and the decision to acquire literacy has been studied by Smith (1975), Jones (1983), and Brown (1988). Motivation involves a number of expectations (Snappe, 1986; Krakel, 1988). A large study conducted by Amundson (1981) explored the beliefs of people entering literacy programs, specifically outcome expectations and self-efficacy despite obstacles. Paape (1979), and in a follow-up project Johnson (1985), studied resistance to motivational efforts or the tendency to ignore information about an issue that is difficult to acknowledge. A literacy promotion program needs to overcome the tendency to minimize the problem and to help people believe.

Research suggests that several factors influence an adult’s decision to acquire literacy. People need to be motivated to make such a decision (Smith, 1975; Jones, 1983; Brown, 1988). Motivation encompasses at least two categories of expectations (Snappe, 1986; Krakel, 1988). One must believe that literacy will affect one’s life positively (outcome expectations) and also that one can succeed in the effort to learn new skills (self-efficacy) despite obstacles (Amundson, 1981). Other research shows that when the problem is difficult to acknowledge, people tend to ignore information about it, i.e. to resist motivational efforts (Paape, 1979; Johnson, 1985). All these findings imply that a literacy promotion program needs to overcome the tendency to minimize the problem and to help people believe. 

Comparing these paragraphs should illustrate how certain rhetorical choices affect readability and clarity. Some guidelines: (1) Use headings and topic sentences to tell readers what the topic is and what point the material is contributing to the discussion. (2) Test sentences for relevance to the central point. (3) Don’t just point to the existence of literature on the topic; write about methods or results in the studies you discuss. (4) Place citations where they don’t interrupt or distract from the line of thought you’re presenting. (5) Use transitions. (6) Use strong, content laden, active verbs.

• Keep your tone objective as you summarize the research but don’t allow your objectivity to turn your review into an annotated bibliography (a laundry list). Rather, point out as you go along how studies relate to one another (e.g., “Smith (1988) and Jones (1990) used different samples to examine the same phenomenon”). 
• Be analytical; writing a review is an exercise in comparative thinking. Save your critique (opinions and judgments) for your final discussion, where they will be more effective and meaningful to the reader. 
• These connections may need to be made within a paragraph as well as among a group of paragraphs  (e.g., “Jones (1989) and Smith (1991) were among the first to examine the effects of childhood  abuse....Like Jones, Smith also used the State-Trait Inventory but included males in his sample” or “Lee’s  studies of learned helplessness support this study’s perspective of behavior modification as situation-specific”). 
• Use speculative language. Hypotheses are not proved; they are supported. Theories are not verified, but they may be tentatively accepted. Don’t make blanket generalizations. Use “may” rather than “will,” and modify your commentary with words such as “a majority of,” “to date,” and “appears to occur” because tomorrow’s findings may nullify today’s.
• Choose verbs that accurately describe what the research did; hypothesized, questioned, developed, implemented, measured, tested, and modified have quite different meanings. Avoid using “should” and “must”; they tend to sound preachy.
• Use direct quotations sparingly. They often take up more space than sentences constructed to summarize the original. Quotations may include concepts and vocabulary unfamiliar to the reader. 
• wordy phrases : “the area of education” = “in education”, “at this period of time” = “at this time”, “in an accurate manner” = “accurately”; and 
• unnecessary modification : “exact replica,” “ultimate outcome,” “personal opinion”. 
• Use verb tenses appropriately. Use the past tense to summarize studies and procedures (e.g., “Danz measured four dimensions of self-efficacy...He modified two questionnaires”). Use the present perfect tense to suggest that something has occurred more than once in the past and may be continuing (e.g., “During the last two decades, researchers have often focused on the effects of posttraumatic stress disorder”). Use the present tense to describe theory and instruments (e.g., “Developmental tasks are central to Piaget’s theory”; “The STA uses a Likert scale to measure stress”), to discuss and critique (e.g., “The use of self-report has two major limitations”) and to generalize (e.g., “These findings suggest that adult learners prefer self-evaluation”). 
• Use the active and the passive voice appropriately. The active voice (“Cole replicated this test with four samples”) is less wordy and more dynamic than the passive voice (“This test was replicated with four samples by Cole”). However, it is effective to use the passive voice when the object is more important than the subject (e.g., “The children in group one were shown the videotape”); when the subject is unknown (“This phenomenon was first described according to eighteenth century standards”); when it would not be a good idea to identify the subject (“The first set of data was not accurately coded”); and when placing the object before the subject more clearly links into a previous sentence or paragraph (“...screen methods that enhance job satisfaction. These screening methods were also evaluated...”). Overuse of the passive voice suggests that research is occurring by itself and confuses the reader about who is doing what.

[Adapted by Lisha Storey from Elizabeth Tornquist's, From Proposal to Publication (1986)]

University of Houston Libraries

Communication sciences and disorders resources.

• About This Guide
• Scholarly Articles
• Books and eBooks
• Tests and Measures
• Specialized Resources
• Evidence-Based Practice
• Citation Resources
• The Literature Review
• Annotated Bibliography
• Writing a Thesis or Dissertation
• Writing and Publishing Journal Articles

Frequently Asked Questions (And Answers) About Literature Reviews

• Literature Review FAQ
• Literature Review FAQ Videos

If you feel overwhelmed or confused about writing a literature review, you are not alone! Read on for some frequently asked questions about literature reviews...

What is a literature review?

Flip the words around and you have the beginning of your answer: a review of the literature.

“The literature”  means scholarly sources (mostly academic journal articles and books) conducted on a specific topic.

“Review”  means that you’ve read that work carefully in order to create a piece of writing that  organizes, summarizes, analyzes, and makes connections between sources , as well as  identifying areas of research still needed .

Why write a literature review?

A lit review can serve several purposes:

• Orient the reader to a topic of study  in order to validate the need for a new study.
• Reveal patterns or problems in previous research , which is its own kind of “finding” or result.

In primary research that includes the results of an experiment or fieldwork, it precedes the results and  sets up a later discussion of the results  in the context of previous findings.

What is the difference between a literature review and an annotated bibliography?

There is not just one way to write a literature review or an annotated bibliography, so differences vary. However,  one of the main differences is that an annotated bibliography is typically organized source by source —each one has its own paragraph of explanation, analysis, etc.

In a literature review, the   writing is organized thematically , often with multiple sources addressed in each paragraph, and there is an overarching narrative driving the review.

Although there are “bibliographic essays” that are essentially narratively-driven annotated bibliographies ,  in general  annotated bibliographies are a drafting step toward a more formal piece of writing , while a literature review is more likely to be that more formal piece itself.

Ok, what about the difference between a literature review and a research paper?

Here’s a secret: there’s no such thing as “A Research Paper.” There are papers that use research in many different ways, and a literature review is one of those ways. Typically, though, if your assignment is specifically to write a “literature review,” it may mean you are being asked to focus  less  on creating your own argument, driven by a thesis with research as supporting evidence, and more on  finding something to say based on the patterns and questions of the research you’ve read .

How should I organize a literature review?

Typically,  literature reviews are organized thematically , not chronologically or source by source. This means that you will need to identify several sub-topics and figure out how to group sources to tell a story in themes. Some sources may show up in multiple sections, and some sources will only appear once. For practical suggestions on how to organize, see  organizing a literature review (as of 3/23/20: in progress!).

How comprehensive should my review be?

This really depends on the assignment or type of literature review that you’re doing. Some reviews are quite extensive and aim to be “exhaustive,” looking at every article on a particular topic. Chances are, yours is not that. For guidance  you may want to ask your professor this question , or more specific questions like, “should I consider articles published more than 20 years ago? What about 10?” etc.

You may also want to consider  if it makes sense to narrow your focus to a particular region, demographic, or even type of study or article,  such as focusing on specific methods used.

Finally,  the scope of your review may also be influenced by the state of prior research . If you are exploring a relatively under-researched or interdisciplinary topic, you may draw from a broader and more diverse set of articles. If you are looking at something that has a well-established scholarly history, your focus will likely be much narrower.

How do I know if I’m “done” researching/haven’t missed anything?

The truth is, research is never “done.” But it’s true you have to come to a stopping point so you can write and finish your review! Here are a few tips for making this assessment:

• You see the same authors being cited over and over again in your sources and you have those sources, too . That can be a sign that you’ve hit on a particular scholarly conversation and identified most of the major voices in it.
• Ask a librarian to help you!  While librarians are great at finding sources, we can also help you determine if there are no more sources available to find. 
• Outline your review  and make sure that each section of your review is supported by adequate research. If you have sections that are much lighter than others, you may want to give those a second look.
• Make sure you’ve given yourself achievable parameters . If you feel like there are just thousands more articles on your exact topic, you may need to narrow yours down, or at least explain why you have selected certain articles instead of other, similar ones.
• Finally, don’t forget  to evaluate as you write . It’s likely that the writing process itself will help you determine whether you have the sources you need to achieve your goals.

A literature review can be challenging, and requires a lot of careful thinking as well as the steps of finding articles and writing. But with time, patience, and help, you can do it, and you'll be proud of the results once you're done.

Gallin-Parisi, A. (n.d.).  Social Science Research Skills . Coates Library: Trinity University.  https://libguides.trinity.edu/socialresearch/faq

Tutorial: Using a Synthesis Matrix

This 5-minute video is intended to walk students through the steps of creating a matrix tool to help integrate sources in order to organize them by main idea or theme instead of by source. From Coates Library, Trinity University. A PDF copy of slides in this video (no narration) can be found here:  Using a synthesis matrix to organize your literature review .

Examples of Synthesis Matrices

• Synthesis Matrix Template (.xlsx format) This Excel sample is formatted so rows track main ideas and columns track sources.
• Literature Review Matrix Sample (.xlsx format) Another Excel template, this one is slightly different then the one above with rows tracking sources and columns track main ideas
• Writing A Literature Review and Using a Synthesis Matrix (NC State University) Handout created by NC State University Writing and Speaking Tutorial Service.
• Synthesis Matrix Sample (Ashford University) This is a synthesis matrix sample using the topic of anxiety in graduate students from the Writing Center at Ashford University.
• Literature Matrix "How-To Guide" using Google Drive This longer video (approximately 30 minutes) is a step-by-step guide to creating a Literature Matrix using Google Drive (Sheets).

Additional Resources

Many librarians in many institutions are helping undergraduate and graduate students prepare literature reviews. The links below will take you to some of these resources. Of course, you can find further reading by Googling, but this list should give you plenty to work with.

• Organizing Your Social Sciences Research Paper (USC Libraries) This is a LibGuide from the University of Southern California's Libraries. It is an invaluable guide for working through the many challenges you will face in constructing your research. Highly recommended.
• Theoretical Framework (USC Libraries) This portion of the guide is explicitly dedicated to strategies for developing a theoretical framework for your research paper.
• Literature Reviews: An Overview for Graduate Students (NCSU Libraries) A longer video tutorial, that may help you wrap your head around the entire concept of literature reviews and get you started in the right direction.
• The Literature Review: A Few Tips On Conducting It This is just that: tips. It might help you get going when you are feeling stuck or uncertain about the literature you are collecting.
• The Writing Center: Literature Reviews (UNC-Chapel Hill) A wordy but very useful guide, walking you through various aspects of the lit review. One of the most highly cited lit review guides out on the web.
• How To Read A Paper (S. Keshav) This is just one professor's perspective on how to read an article (and he is a computer scientist). Its included here because it is important to stop and actually create a strategy for how you will read the materials you collect. Be thoughtful about your selections but also smart about how you read.

Attributions

Developed by Stefanie Lapka, Medical & Health Sciences Librarian; and Dr. Monique T. Mills, Associate Professor, Department of Communication Sciences and Disorders.

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Further Reading

• Last Updated: Jan 18, 2024 5:11 PM
• URL: https://guides.lib.uh.edu/commdisorders

Conducting a Literature Review

Steps in a literature review, structure of a literature review, finding the literature, examples of gathering information from articles, test your knowledge, what is a literature review.

The structure of a Literature Review

A literature review should be structured like any other essay: it should have an introduction, a middle or main body, and a conclusion.

How to Find the Literature

Finding Articles: Choosing a Database 

LibSearch , which is located on the Library Homepage, searches many databases at one time;   however, you may also need to search discipline-specific databases to find resources for your literature review. 

Ways to find databases that will be useful to your research:

• A-Z Databases : You can find databases by name, or by Subject by clicking on the 'All Subjects' drop down box. 
• Research Guides : You can take a look at the library's research guide in your discipline or area of study to find recommended databases, reference resources, and web sites in your field.

After selecting a database, search the database with keywords using filters to limit dates, types or resources (e.g., scholarly/academic journals, peer-reviewed). Once you have found an article use the full-text links within the database to view the article. 

Video Tutorials

• Searching the Library Databases
• Searching the LibSearch
• Searching the Research Guides

Image retrieved from  http://users.clas.ufl.edu/msscha/uwp/hsrr/introduction.html

• Example of a Literature Review Sample Literature Review from Ashford Writing Center
• Writing and Citing Writing and Citing Research Guide
• Last Updated: Apr 28, 2023 2:25 PM
• URL: https://berkeleycollege.libguides.com/Literaturereview

Mentor Texts

Use these guidelines and sample texts from education and media to question, explore, and inspire your own approach to writing in different academic genres..

“APA Sample Paper” by the Purdue Online Writing Lab

Comparative Essays

Schulten, Katherine. “Writing Comparative Essays: Making Connections to Illuminate Ideas.” NYTimes.com,  The New York Times , 5 Dec. 2019.

Cover Letters

Penn State Brandywine Career Services: Resumes and Cover Letters Penn State Career Resource Center: Cover Letters

Ethnography

Brown, Amanda Christy and Holly Epstein Ojalvo. “The Power of Place: Doing Ethnographic Studies of Local Sites.” NYTimes.com,  The New York Times , 15 Apr. 2010

Explain a Concept

“STEM Writing Contest: Explain a Concept in a Clear, Engaging Way.” NYTimes.com,  The New York Times , 23 Jan. 2020

Film Analysis & Review

“Film Analysis” by the Writing Center at University of North Carolina at Chapel Hill Scott, A.O. “‘Moonlight’: Is This the Year’s Best Movie?” NYTimes.com,  The New York Times , 20 Oct. 2016

Instructions

Wollan, Malia. “How to Fast.” NYTimes.com,  The New York Times , 11 June 2019 Wollan, Malia. “How to Hold a Venomous Snake.” NYTimes.com,  The New York Times , 30 June 2017

“Scientific Reports” by the Writing Center at the University of North Carolina at Chapel Hill Sample Lab Report: Hamilton College General Biology Sample Lab Report: Manchester Community College

Literature Review

“Literature Reviews” by the Writing Center at the University of North Carolina at Chapel Hill Sample Literature Review – Ashford Writing Center See “APA Sample Paper” by the Purdue Online Writing Lab

Polson, Emily. “15 Essay-Length Short Memoirs to Read Online on Your Lunch Break.” BookRiot.com,  Book Riot , 22 Feb. 2018

“MLA Sample Paper” by the Purdue Online Writing Lab

Daniels, Nicole and Katherine Schulten. “Making a Podcast That Matters: A Guide With Examples from 23 Students.” NYTimes.com,  The New York Times , 22 Apr. 2020

Problem/Solution Essay

Sample Problem Solution Paper – Ashford Writing Center

Legro, Michelle. “Longreads Best of 2017: Profile Writing.” Longreads.com, 18 Dec. 2017

Reader or Personal Response

Schulten, Katherine. “Writing Rich Reading Responses: Participating in Our Summer Contest.” NYTimes.com,  The New York Times , 30 Apr. 2020

Research Paper

Sample Undergraduate Research Paper – Ashford Writing Center

Penn State Career Resource Center: Resumes Penn State Brandywine Career Services: Resumes and Cover Letters

Brandywine Resources

Brandywine Learning Center

Advising and Career Services

Disability Services

Information Technology Services

Media Commons

Vairo Library

Financial Aid