In search of an effective source use pattern for writing argumentative and informative synthesis texts
In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying a high-quality synthesis text is crucial. That is why this study, as one of the first, examines the use of sources during sy...
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| Vydané v: | Reading & writing Ročník 33; číslo 2; s. 239 - 266 |
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| Hlavní autori: | , , , |
| Médium: | Journal Article |
| Jazyk: | English |
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Dordrecht
Springer Netherlands
01.02.2020
Springer Springer Nature B.V |
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| ISSN: | 0922-4777, 1573-0905 |
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| Abstract | In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying a high-quality synthesis text is crucial. That is why this study, as one of the first, examines the use of sources during synthesis writing processes, and its effect on text quality. The writing processes of 294 Dutch secondary students (grade 10–12) were logged using keystroke logging software Inputlog. Two different synthesis text genres were investigated of which three source-related process measures were analysed: the relative time spent in the sources, the transitions per minute between the sources, and the transitions per minute between the synthesis text and the sources. First, the study explored the effect of temporal distribution and genre (argumentative or informative synthesis) on the writing process, providing insights into the distribution of source-related writing activities over the process intervals and the possible influence of genre on this distribution. Secondly, the individual source-related process measures were linked to text quality. Thirdly, via polynomial regression analyses, the various source-related activities and their temporal distribution were taken into account in an integrated way to identify patterns of effective source use. These patterns vary across genre and explain a considerable amount of variance in the data (24.6% for argumentative synthesis texts, 16.2% for informative synthesis texts). Our findings can be used to develop process-oriented feedback, giving students an insight into their synthesis writing process. |
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| AbstractList | In order to design effective instruction and feedback for synthesis writing on both writing processes and products, a clear insight into synthesis writing processes underlying a high-quality synthesis text is crucial. That is why this study, as one of the first, examines the use of sources during synthesis writing processes, and its effect on text quality. The writing processes of 294 Dutch secondary students (grade 10–12) were logged using keystroke logging software Inputlog. Two different synthesis text genres were investigated of which three source-related process measures were analysed: the relative time spent in the sources, the transitions per minute between the sources, and the transitions per minute between the synthesis text and the sources. First, the study explored the effect of temporal distribution and genre (argumentative or informative synthesis) on the writing process, providing insights into the distribution of source-related writing activities over the process intervals and the possible influence of genre on this distribution. Secondly, the individual source-related process measures were linked to text quality. Thirdly, via polynomial regression analyses, the various source-related activities and their temporal distribution were taken into account in an integrated way to identify patterns of effective source use. These patterns vary across genre and explain a considerable amount of variance in the data (24.6% for argumentative synthesis texts, 16.2% for informative synthesis texts). Our findings can be used to develop process-oriented feedback, giving students an insight into their synthesis writing process. |
| Audience | Secondary Education |
| Author | van den Broek, Brenda Vandermeulen, Nina Van Steendam, Elke Rijlaarsdam, Gert |
| Author_xml | – sequence: 1 givenname: Nina orcidid: 0000-0002-6731-7470 surname: Vandermeulen fullname: Vandermeulen, Nina email: nina.vandermeulen@uantwerpen.be organization: University of Antwerp – sequence: 2 givenname: Brenda surname: van den Broek fullname: van den Broek, Brenda organization: University of Antwerp – sequence: 3 givenname: Elke surname: Van Steendam fullname: Van Steendam, Elke organization: KU Leuven – sequence: 4 givenname: Gert surname: Rijlaarsdam fullname: Rijlaarsdam, Gert organization: University of Amsterdam |
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| Cites_doi | 10.1037/a0022545 10.1207/s1532690xci1202_2 10.1007/BF03178760 10.1136/bmj.2.2169.258 10.1006/ceps.1998.0980 10.1016/j.jeap.2009.05.001 10.1007/s11145-007-9086-6 10.1080/19388079709558252 10.1177/0741088313491692 10.1177/0741088312466532 10.1108/S1572-6304(2012)0000027005 10.1080/15248371003699969.Twelve 10.1177/0265532214542994 10.1186/s40468-017-0040-5 10.1007/s11409-016-9166-6 10.17239/jowr-2015.07.02.03 10.1207/s15326942dn2901_8 10.1080/03075070701476092 10.4018/978-1-5225-0531-0 10.2307/748008 10.1017/S0272263119000251 |
| ContentType | Journal Article |
| Copyright | The Author(s) 2019 Reading and Writing is a copyright of Springer, (2019). All Rights Reserved. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. |
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| Title | In search of an effective source use pattern for writing argumentative and informative synthesis texts |
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