Pub Date : 2019-02-07DOI: 10.17239/JOWR-2019.10.03.01
L. van Ockenburg, D. van Weijen, Gert Rijlaarsdam
This study aims to explore effective ways in which students can learn to write synthesis texts. First, through a systematic literature search we found 16 (quasi-)experimental studies from 6th grade to undergraduate level in the field of learning to write source-based synthesis texts, that met our inclusion criteria. Second, we formulated a general instructional design principle, that included three main processes: (a) selecting relevant/important information from sources, (b) organizing, and (c) connecting that information. Bottom-up analyses of the six most effective studies yielded a set of learning activities that contribute to the improvement of students’ performance on writing synthesis texts. Subsequently, we supplemented our general design principle with relevant learning activities obtained from these effective interventions. One effective intervention differed considerably from the others due to its divergent nature, but its content was considered valuable enough to warrant the inclusion of an additional design principle. The design principles formulated in this study can be used as guidelines for future interventions in synthesis writing or as a means of support for teachers who want to develop educational materials for teaching synthesis writing.
{"title":"Learning to write synthesis texts in secondary education: a review of intervention studies","authors":"L. van Ockenburg, D. van Weijen, Gert Rijlaarsdam","doi":"10.17239/JOWR-2019.10.03.01","DOIUrl":"https://doi.org/10.17239/JOWR-2019.10.03.01","url":null,"abstract":"This study aims to explore effective ways in which students can learn to write synthesis texts. First, through a systematic literature search we found 16 (quasi-)experimental studies from 6th grade to undergraduate level in the field of learning to write source-based synthesis texts, that met our inclusion criteria. Second, we formulated a general instructional design principle, that included three main processes: (a) selecting relevant/important information from sources, (b) organizing, and (c) connecting that information. Bottom-up analyses of the six most effective studies yielded a set of learning activities that contribute to the improvement of students’ performance on writing synthesis texts. Subsequently, we supplemented our general design principle with relevant learning activities obtained from these effective interventions. One effective intervention differed considerably from the others due to its divergent nature, but its content was considered valuable enough to warrant the inclusion of an additional design principle. The design principles formulated in this study can be used as guidelines for future interventions in synthesis writing or as a means of support for teachers who want to develop educational materials for teaching synthesis writing.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/JOWR-2019.10.03.01","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45122964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.17239/JOWR-2019.10.03.06
Sirine Bouriga
{"title":"Book presentation: Cislaru, G., & Olive, T. (2018). Le processus de textualisation. Analyse des unités linguistiques de performance écrite [The textualisation process. Analysis of linguistic units of written performance]. Bruxelles: De Boeck.","authors":"Sirine Bouriga","doi":"10.17239/JOWR-2019.10.03.06","DOIUrl":"https://doi.org/10.17239/JOWR-2019.10.03.06","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44826590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.17239/JOWR-2019.10.03.03
N. Bowen
{"title":"Unfolding choices in digital writing: The language of academic revisions","authors":"N. Bowen","doi":"10.17239/JOWR-2019.10.03.03","DOIUrl":"https://doi.org/10.17239/JOWR-2019.10.03.03","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/JOWR-2019.10.03.03","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44842764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.17239/JOWR-2019.10.03.04
J. Vanhove, Audrey Bonvin, Amelia Lambelet, Raphael Berthele
{"title":"Predicting human lexical richness ratings of short French, German, and Portuguese texts using text-based indices","authors":"J. Vanhove, Audrey Bonvin, Amelia Lambelet, Raphael Berthele","doi":"10.17239/JOWR-2019.10.03.04","DOIUrl":"https://doi.org/10.17239/JOWR-2019.10.03.04","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/JOWR-2019.10.03.04","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43812866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.17239/JOWR-2019.10.03.07
María Arrimada
{"title":"Book review: The lifespan development of writing","authors":"María Arrimada","doi":"10.17239/JOWR-2019.10.03.07","DOIUrl":"https://doi.org/10.17239/JOWR-2019.10.03.07","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48909370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.17239/jowr-2019.10.03.05
A. Malpique, A. V. Simão
The current study examined the impact of adapting an evidence-based instructional approach to develop ninth-grade students' argumentative writing and self-regulated strategy use. Following the Self-Regulated Strategy Development (SRSD) model, strategies to plan and write argumentative texts were implemented in two Portuguese classrooms. The model relies heavily on the use of mnemonic strategies to support instruction. Thus, incremental effects of using dual-coding mnemonics (i.e., visual and verbal mnemonics) were explored when implementing SRSD instruction. For the first group (n = 23), SRSD instruction included verbal and visual mnemonics; for the second group (n = 25), SRSD instruction included verbal mnemonics alone. Groups were compared with a control group (n= 25) receiving standard writing instruction. The following findings were significant: a) SRSD instruction increased writing quality, organising, and spontaneous planning; b) dual-coding mnemonics enhanced writing quality, development of ideas, organising, language clarity, and spontaneous planning; c) national exams completed 15 weeks after instruction reinforced the effectiveness of the adapted SRSD strategies. The process of culturally adapting and implementing SRSD instruction to teach argumentative writing will be discussed, including the potential incremental effects of adding visual mnemonics to the SRSD instructional routine.
{"title":"‘Does It Work?’ Adapting Evidence-Based Practices to Teach Argumentative Writing","authors":"A. Malpique, A. V. Simão","doi":"10.17239/jowr-2019.10.03.05","DOIUrl":"https://doi.org/10.17239/jowr-2019.10.03.05","url":null,"abstract":"The current study examined the impact of adapting an evidence-based instructional approach to develop ninth-grade students' argumentative writing and self-regulated strategy use. Following the Self-Regulated Strategy Development (SRSD) model, strategies to plan and write argumentative texts were implemented in two Portuguese classrooms. The model relies heavily on the use of mnemonic strategies to support instruction. Thus, incremental effects of using dual-coding mnemonics (i.e., visual and verbal mnemonics) were explored when implementing SRSD instruction. For the first group (n = 23), SRSD instruction included verbal and visual mnemonics; for the second group (n = 25), SRSD instruction included verbal mnemonics alone. Groups were compared with a control group (n= 25) receiving standard writing instruction. \u0000The following findings were significant: a) SRSD instruction increased writing quality, organising, and spontaneous planning; b) dual-coding mnemonics enhanced writing quality, development of ideas, organising, language clarity, and spontaneous planning; c) national exams completed 15 weeks after instruction reinforced the effectiveness of the adapted SRSD strategies. The process of culturally adapting and implementing SRSD instruction to teach argumentative writing will be discussed, including the potential incremental effects of adding visual mnemonics to the SRSD instructional routine.","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/jowr-2019.10.03.05","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41732574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-01DOI: 10.17239/jowr-2019.10.03.02
J. Moore
{"title":"Choices within Constraint: Using SFL Genre Theory to Teach primary-grade ELLs to Write Arguments in Language Arts","authors":"J. Moore","doi":"10.17239/jowr-2019.10.03.02","DOIUrl":"https://doi.org/10.17239/jowr-2019.10.03.02","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/jowr-2019.10.03.02","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45487897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.17239/JOWR-2018.10.02.02
S. Graham, K. Harris
{"title":"An Examination of the Design Principles Underlying a Self-Regulated Strategy Development Study","authors":"S. Graham, K. Harris","doi":"10.17239/JOWR-2018.10.02.02","DOIUrl":"https://doi.org/10.17239/JOWR-2018.10.02.02","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":" ","pages":""},"PeriodicalIF":4.1,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47666016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.17239/jowr-2018.10.02.06
J. Grabowski, Moti Mathiebe, Sabine Hachmeister, Michael Becker-Mrotzek
{"title":"Teaching perspective taking and coherence generation to improve cross-genre writing skills in secondary grades: A detailed explanation of an intervention","authors":"J. Grabowski, Moti Mathiebe, Sabine Hachmeister, Michael Becker-Mrotzek","doi":"10.17239/jowr-2018.10.02.06","DOIUrl":"https://doi.org/10.17239/jowr-2018.10.02.06","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.17239/jowr-2018.10.02.06","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67444677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-01DOI: 10.17239/jowr-2018.10.02.04
F. De Smedt, H. Van Keer
{"title":"An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing","authors":"F. De Smedt, H. Van Keer","doi":"10.17239/jowr-2018.10.02.04","DOIUrl":"https://doi.org/10.17239/jowr-2018.10.02.04","url":null,"abstract":"","PeriodicalId":45632,"journal":{"name":"Journal of Writing Research","volume":"1 1","pages":""},"PeriodicalIF":4.1,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67444649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}