Chapter 2 needs to be an evidence-based account of what others have found in their research, definitions, theories, debates, polices, data  etc. The sources have to speak for themselves, you do not need to synthesize the meanings and then add an interpretive  gloss.

Demonstrate that you can do objective research – investigate the field that interests you , find sources and cite properly, order your findings and group coherently.  If needed, use a topic sentence to introduce each new set of findings and then present them, clearly. 

IT IS NOT AN ESSAY  – ( i.e. not an explanatory, argument, or a narrative genre) You must avoid using your own voice and fully attribute/cite each statement from the point of view of the literature. Leading off with a citation can help to clarify who is speaking. For example, “Kalantzis and Cope (2020) identify seven forms of meaning…”

Example Paragraph:

According to the literature, the beginnings of academia can be traced back to Greek scholars. Nelson, R & Dawson, P (2014) argues that, historically in the West, assessment of knowledge most likely began as part of the Socratic method. They explain that as people engaged in dialogue and were responsible for contributing and driving a conversation forward, it was a simple matter to observe if people were learning. However, Nelson and Dawson reveal that there was no word in the Greek language at that time for assessment. They continue by indicating that within the Socratic method discourse, the advance of analytical thinking was more important than assessing an individual student. Like Nelson and Dawson, Cordasco (1963) claims that Greek education was dominant even as the Roman Era gave way to the Christian Era. Cordasco indicates that in early educational history there is no formal mention of assessment.  

You should go through your whole text and recalibrate so that it is consistently an objective account of the sources and findings, definitions theories etc.
Your theories, beliefs, and hypothesis need to be kept for Chapter 1, Introduction and Chapter 5 discussion of outcomes of your research.
Always be explicit – do not say, ‘few’ , ‘some’, or ‘most’ etc. or, ‘it should be noted’ ’observed’ – just present findings objectively by saying which scholars said what.
Avoid speculation – avoid words like “may”, “appears”, & “implies”
Acronyms are not helpful for broad readership – use words.
Avoid judgement statements… if you find yourself explaining at the end of a paragraph – don’t! Let the literature speak.

– Do not use superlatives – i.e. indicating your personal judgment – e.g. words such as

“Fortunately”, “Unfortunately”
“wonderfully”, or “interestingly”
“Surprisingly”
“Wrongly”

– Do not string together a long list of sources to back up a generalization, instead what does each source say independently?