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Year 2021, Volume 8, Issue 2, 68 - 82, 30.06.2021
https://doi.org/10.33200/ijcer.824632

Abstract

References

  • Ateş, M. (2008). İlköğretim ikinci kademe öğrencilerinin okuduğunu anlama düzeyleri ile Türkçe dersine karşı tutumları ve akademik başarıları arasındaki ilişki. [The relations between reading abilities of students at the second stage of primary school and their attitudes to Turkish lesson and their academic achievement were studied] [Doctoral Dissertation, Selçuk University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Boscolo, P., Arfé, B., & Quarisa, M. (2007). Improving the quality of students’ academic writing: an intervention study. Studies in Higher Education, 32(4), 419-438. http://dx.doi.org/10.1080/03075070701476092
  • Creswell, J. W., & Plano Clark, V. L. (2014). Karma yöntem araştırmaları tasarımı ve yürütülmesi [Designing and conducting mixed methods research]. (Çev. Ed. Yüksel Dede & S. Beşir Demir). Ankara: Anı Yayıncılık.
  • De La Paz, S., & Felton, M. K. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35, 174-192. http://dx.doi.org/10.1016/j.cedpsych.2010.03.001
  • Emehatsion, T. G. (1998). Investigation and explanation of major factors affecting academic writing: Using multiple sources [Doctoral Dissertation University of London]. UCL DISCOVERY. https://discovery.ucl.ac.uk/id/eprint/10007488/7/Tecle%20Ghebremuse%20Emehatsion_Redacted.pdf
  • Fisher, D., & Frey, N. (2014). Close reading and writing from sources. Newark, DE: International Reading Association.
  • Goldman, S. R. (2004). Cognitive aspects of constructing meaning through and across multiple texts. In N. Shuart-Faris and D. Bloom (Eds.), Uses of intertextuality in classroom and educational research (pp. 317-351). Greenwich, CT: Information Age Publishing.
  • González-Lamas, J., Cuevas, I., & Mateos, M. (2016). Arguing from sources: design and evaluation of a programme to improve written argumentation and its impact according to students’ writing beliefs/Argumentar a partir de fuentes: diseño y evaluación de un programa para mejorar la argumentación escrita y su impacto en función de las creencias acerca de la escritura académica que mantienen los estudiantes. Infancia y Aprendizaje, 39(1), 49-83. http://dx.doi.org/10.1080/02103702.2015.1111606
  • Green, S. B., & Salkind, N. J. (2014). Using SPSS for windows and macintosh: Analyzing and understanding data (7th Edition). New Jersey: Pearson.
  • Hammann, L. A., & Stevens, R. J. (2003). Instructional approaches to improving students’ writing of compare-contrast essays: An experimental study. Journal of Literacy Research, 35(2), 731-756. http://dx.doi.org/10.1207/s15548430jlr3502_3
  • Kirkpatrick, L. C., & Klein, P. D. (2009). Planning text structure as a way to improve students’ writing from sources in the compare-contrast genre. Learning and Instruction, 19, 309-321.
  • Luo, L. (2018). Helping students SOAR to success on synthesis writing [Doctoral Dissertation, University of Nebraska]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/2026696547/fulltextPDF/C0BC8BBCA47F4703PQ/1?accountid=15333
  • Machili, I., Papadopoulou, I., & Kantaridou, Z. (2020). Effect of strategy instruction on EFL students’ video-mediated integrated writing performance. Journal of Second Language Writing, 48, 1-11.
  • Martínez, I., Martín, E., & Mateos, M. (2011). Enseñar a leer y escribir para aprender en la Educación Primaria [Teaching to read and write to learn in primary education] Cultura Y Educacion, 23(3), 399-414. http://dx.doi.org/10.1174/113564011797330306
  • Martínez, I., Mateos, M., Martín, E., & Rijlaarsdam, G. (2015). Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality. Journal of Writing Research, 7(2), 275-302. http://dx.doi.org/10.17239/jowr-2015.07.02.03
  • Mateos, M., Martín, E., Cuevas, I., Villalón, R., Martínez, I., & González-Lamas, J. (2018). Improving written argumentative synthesis by teaching the integration of conflicting information from multiple sources. Cognition and Instruction, 36(2), 119-138. http://dx.doi.org/10.1080/07370008.2018.1425300
  • Mateos, M., Martín, E., Villalón, R., & Luna, M. (2008). Reading and writing to learn in secondary education: Online processing activity and written products in summarizing and synthesizing tasks. Reading and Writing, 21, 675-697. http://dx.doi.org/10.1007/s11145-007-9086-6
  • Mateos, M., Rijlaarsdam, G., Martín, E., Cuevas, I., Van den Bergh, H., & Solari, M. (2020). Learning paths in synthesis writing: Which learning path contributes most to which learning outcome? Instructional Science, 48, 137-157. https://doi.org/10.1007/s11251-020-09508-3
  • Mateos, M., & Solé, I. (2009). Synthesising information from various texts: A study of procedures and products at different educational levels. European Journal of Psychology of Education, 24, 435-451. https://doi.org/10.1007/BF03178760
  • Monopoli, M. M. (2002). Composing from science sources: Relationships to literacy skills, prior knowledge and interest [Doctoral Dissertation, Columbia University]. ProQuest Dissertations & Theses Global.
  • Nash, J. G., Schumacher, G. M., & Carlson, B. W. (1993). Writing from sources: A structure-mapping model. Journal of Educational Psychology, 85(1), 159-170.
  • Nelson, N. (2009). The reading-writing nexus in discourse research. In Charles Bazerman (Ed.), Handbook of research on writing (pp. 534-553). New York: Taylor & Francis Group.
  • Pallant, J. (2007). Survival manual a step by step guide to data analysis using SPSS for windows. Sydney: McGraw Hill.
  • Read, S. (2000). First and second graders writing information text: An interpretive case study [Doctoral Dissertation, Utah State University]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/304632270/fulltextPDF/A40DB68E4B74199PQ/1?accountid=15333
  • Reynolds, G. A. (2006). Teaching composing from sources to middle grade students [Doctoral Dissertation, Columbia University]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/305360612/fulltextPDF/441DE9BC4DEF4BE8PQ/1?accountid=15333
  • Risemberg, R. (1993). Self-regulated strategies of organizing and information seeking when writing expository text from sources [Doctoral Dissertation, City University of New York]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/304023645/fulltextPDF/49FE3C35A49420FPQ/1?accountid=15333
  • Segev-Miller, R. (2004). Writing from sources: The effect of explicit instruction on college students’ processes and products. L1-Educational Studies in Language and Literature, 4, 5-33. https://link.springer.com/article/10.1023/B:ESLL.0000033847.00732.af
  • Solé, I., Miras, M., Castells, N., Espino, S., & Minguela, M. (2013). Integrating ınfomation: An analysis of the processes ınvolved and the products generated in a written synthesis task. Written Communication, 30(1), 63-90.
  • Spivey, N. N. (1983). Discourse synthesis: Constructing texts in reading and writing [Doctoral Dissertation, University of Texas]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/303278848/fulltextPDF/405EB1E0B9954FD1PQ/1?accountid=15333
  • Spivey, N. N. (1990). Transforming texts: Constructive processes in reading and writing. Written communication, 7(2), 256-287. https://doi.org/10.1177/0741088390007002004 Spivey, N. N. (1997). The constructivist metaphor reading, writing and the making of meaning. San Diego: Academic Press.
  • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2019). Learning to write synthesis texts: A review of ıntervention studies. Journal of Writing Research, 10(3), 402-428. https://doi.org/10.17239/jowr-2019.10.03.01
  • Zhang, C. (2012). Effect of instruction on English as a second language students’ discourse synthesis writing [Doctoral Dissertation, Arizona State University]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/1019988761/fulltextPDF/8C339F4E8AB747F7PQ/1?accountid=15333
  • Zhao, R. (2015). Exploring reading and writing connections in the synthesis writing of multilingual students in a second language writing classroom [Doctoral Dissertation, Ohio State University]. ProQuest Dissertations & Theses Global.
  • Zhao, R., & Hirvela, A. (2015). Undergraduate ESL students’ engagement in academic reading and writing in learning to write a synthesis paper. Reading in a Foreign Language, 27(2), 219-241. https://files.eric.ed.gov/fulltext/EJ1078373.pdf
  • Zhu, X., Li, G. Y., Cheong, C. M., Yu, G., & Liao, X. (2021). Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments. Reading and Writing, 34, 49-78. https://doi.org/10.1007/s11145-020-10065-x

Writing Synthesis Texts: Effect of Synthesis Text Writing Training and Students’ Views

Year 2021, Volume 8, Issue 2, 68 - 82, 30.06.2021
https://doi.org/10.33200/ijcer.824632

Abstract

This study aims to investigate the effect of the synthesis text writing training on the success of 7th grade students to create synthesis text and to evaluate the effectiveness of the training given through student opinions on the training process. The research was conducted with 51 students studying in the 7th grade of a public school in Turkey. The research was modeled according to the embedded design. As for the quantitative dimension of the research, there was a training application based on a quasi-experimental design with pretest-posttest control group. In the qualitative dimension of the study, semi-structured interviews were used. According to the results, it can be said that the training organized to improve the synthesis text writing skill has a positive effect on the success of synthesis text writing. It was also concluded that the qualitative data collected through the interviews also supported the quantitative results and some changes and developments in the students were reflected in the interviews.

References

  • Ateş, M. (2008). İlköğretim ikinci kademe öğrencilerinin okuduğunu anlama düzeyleri ile Türkçe dersine karşı tutumları ve akademik başarıları arasındaki ilişki. [The relations between reading abilities of students at the second stage of primary school and their attitudes to Turkish lesson and their academic achievement were studied] [Doctoral Dissertation, Selçuk University]. Council of Higher Education National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
  • Boscolo, P., Arfé, B., & Quarisa, M. (2007). Improving the quality of students’ academic writing: an intervention study. Studies in Higher Education, 32(4), 419-438. http://dx.doi.org/10.1080/03075070701476092
  • Creswell, J. W., & Plano Clark, V. L. (2014). Karma yöntem araştırmaları tasarımı ve yürütülmesi [Designing and conducting mixed methods research]. (Çev. Ed. Yüksel Dede & S. Beşir Demir). Ankara: Anı Yayıncılık.
  • De La Paz, S., & Felton, M. K. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35, 174-192. http://dx.doi.org/10.1016/j.cedpsych.2010.03.001
  • Emehatsion, T. G. (1998). Investigation and explanation of major factors affecting academic writing: Using multiple sources [Doctoral Dissertation University of London]. UCL DISCOVERY. https://discovery.ucl.ac.uk/id/eprint/10007488/7/Tecle%20Ghebremuse%20Emehatsion_Redacted.pdf
  • Fisher, D., & Frey, N. (2014). Close reading and writing from sources. Newark, DE: International Reading Association.
  • Goldman, S. R. (2004). Cognitive aspects of constructing meaning through and across multiple texts. In N. Shuart-Faris and D. Bloom (Eds.), Uses of intertextuality in classroom and educational research (pp. 317-351). Greenwich, CT: Information Age Publishing.
  • González-Lamas, J., Cuevas, I., & Mateos, M. (2016). Arguing from sources: design and evaluation of a programme to improve written argumentation and its impact according to students’ writing beliefs/Argumentar a partir de fuentes: diseño y evaluación de un programa para mejorar la argumentación escrita y su impacto en función de las creencias acerca de la escritura académica que mantienen los estudiantes. Infancia y Aprendizaje, 39(1), 49-83. http://dx.doi.org/10.1080/02103702.2015.1111606
  • Green, S. B., & Salkind, N. J. (2014). Using SPSS for windows and macintosh: Analyzing and understanding data (7th Edition). New Jersey: Pearson.
  • Hammann, L. A., & Stevens, R. J. (2003). Instructional approaches to improving students’ writing of compare-contrast essays: An experimental study. Journal of Literacy Research, 35(2), 731-756. http://dx.doi.org/10.1207/s15548430jlr3502_3
  • Kirkpatrick, L. C., & Klein, P. D. (2009). Planning text structure as a way to improve students’ writing from sources in the compare-contrast genre. Learning and Instruction, 19, 309-321.
  • Luo, L. (2018). Helping students SOAR to success on synthesis writing [Doctoral Dissertation, University of Nebraska]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/2026696547/fulltextPDF/C0BC8BBCA47F4703PQ/1?accountid=15333
  • Machili, I., Papadopoulou, I., & Kantaridou, Z. (2020). Effect of strategy instruction on EFL students’ video-mediated integrated writing performance. Journal of Second Language Writing, 48, 1-11.
  • Martínez, I., Martín, E., & Mateos, M. (2011). Enseñar a leer y escribir para aprender en la Educación Primaria [Teaching to read and write to learn in primary education] Cultura Y Educacion, 23(3), 399-414. http://dx.doi.org/10.1174/113564011797330306
  • Martínez, I., Mateos, M., Martín, E., & Rijlaarsdam, G. (2015). Learning history by composing synthesis texts: Effects of an instructional programme on learning, reading and writing processes, and text quality. Journal of Writing Research, 7(2), 275-302. http://dx.doi.org/10.17239/jowr-2015.07.02.03
  • Mateos, M., Martín, E., Cuevas, I., Villalón, R., Martínez, I., & González-Lamas, J. (2018). Improving written argumentative synthesis by teaching the integration of conflicting information from multiple sources. Cognition and Instruction, 36(2), 119-138. http://dx.doi.org/10.1080/07370008.2018.1425300
  • Mateos, M., Martín, E., Villalón, R., & Luna, M. (2008). Reading and writing to learn in secondary education: Online processing activity and written products in summarizing and synthesizing tasks. Reading and Writing, 21, 675-697. http://dx.doi.org/10.1007/s11145-007-9086-6
  • Mateos, M., Rijlaarsdam, G., Martín, E., Cuevas, I., Van den Bergh, H., & Solari, M. (2020). Learning paths in synthesis writing: Which learning path contributes most to which learning outcome? Instructional Science, 48, 137-157. https://doi.org/10.1007/s11251-020-09508-3
  • Mateos, M., & Solé, I. (2009). Synthesising information from various texts: A study of procedures and products at different educational levels. European Journal of Psychology of Education, 24, 435-451. https://doi.org/10.1007/BF03178760
  • Monopoli, M. M. (2002). Composing from science sources: Relationships to literacy skills, prior knowledge and interest [Doctoral Dissertation, Columbia University]. ProQuest Dissertations & Theses Global.
  • Nash, J. G., Schumacher, G. M., & Carlson, B. W. (1993). Writing from sources: A structure-mapping model. Journal of Educational Psychology, 85(1), 159-170.
  • Nelson, N. (2009). The reading-writing nexus in discourse research. In Charles Bazerman (Ed.), Handbook of research on writing (pp. 534-553). New York: Taylor & Francis Group.
  • Pallant, J. (2007). Survival manual a step by step guide to data analysis using SPSS for windows. Sydney: McGraw Hill.
  • Read, S. (2000). First and second graders writing information text: An interpretive case study [Doctoral Dissertation, Utah State University]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/304632270/fulltextPDF/A40DB68E4B74199PQ/1?accountid=15333
  • Reynolds, G. A. (2006). Teaching composing from sources to middle grade students [Doctoral Dissertation, Columbia University]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/305360612/fulltextPDF/441DE9BC4DEF4BE8PQ/1?accountid=15333
  • Risemberg, R. (1993). Self-regulated strategies of organizing and information seeking when writing expository text from sources [Doctoral Dissertation, City University of New York]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/304023645/fulltextPDF/49FE3C35A49420FPQ/1?accountid=15333
  • Segev-Miller, R. (2004). Writing from sources: The effect of explicit instruction on college students’ processes and products. L1-Educational Studies in Language and Literature, 4, 5-33. https://link.springer.com/article/10.1023/B:ESLL.0000033847.00732.af
  • Solé, I., Miras, M., Castells, N., Espino, S., & Minguela, M. (2013). Integrating ınfomation: An analysis of the processes ınvolved and the products generated in a written synthesis task. Written Communication, 30(1), 63-90.
  • Spivey, N. N. (1983). Discourse synthesis: Constructing texts in reading and writing [Doctoral Dissertation, University of Texas]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/303278848/fulltextPDF/405EB1E0B9954FD1PQ/1?accountid=15333
  • Spivey, N. N. (1990). Transforming texts: Constructive processes in reading and writing. Written communication, 7(2), 256-287. https://doi.org/10.1177/0741088390007002004 Spivey, N. N. (1997). The constructivist metaphor reading, writing and the making of meaning. San Diego: Academic Press.
  • van Ockenburg, L., van Weijen, D., & Rijlaarsdam, G. (2019). Learning to write synthesis texts: A review of ıntervention studies. Journal of Writing Research, 10(3), 402-428. https://doi.org/10.17239/jowr-2019.10.03.01
  • Zhang, C. (2012). Effect of instruction on English as a second language students’ discourse synthesis writing [Doctoral Dissertation, Arizona State University]. ProQuest Dissertations & Theses Global. https://search.proquest.com/pqdtglobal/docview/1019988761/fulltextPDF/8C339F4E8AB747F7PQ/1?accountid=15333
  • Zhao, R. (2015). Exploring reading and writing connections in the synthesis writing of multilingual students in a second language writing classroom [Doctoral Dissertation, Ohio State University]. ProQuest Dissertations & Theses Global.
  • Zhao, R., & Hirvela, A. (2015). Undergraduate ESL students’ engagement in academic reading and writing in learning to write a synthesis paper. Reading in a Foreign Language, 27(2), 219-241. https://files.eric.ed.gov/fulltext/EJ1078373.pdf
  • Zhu, X., Li, G. Y., Cheong, C. M., Yu, G., & Liao, X. (2021). Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments. Reading and Writing, 34, 49-78. https://doi.org/10.1007/s11145-020-10065-x

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Fidan GEÇİCİ (Primary Author)
AFYON KOCATEPE ÜNİVERSİTESİ
0000-0002-3336-4914
Türkiye


Bilginer ONAN
HATAY MUSTAFA KEMAL ÜNİVERSİTESİ
0000-0002-1051-5329
Türkiye

Publication Date June 30, 2021
Published in Issue Year 2021, Volume 8, Issue 2

Cite

APA Geçici, F. & Onan, B. (2021). Writing Synthesis Texts: Effect of Synthesis Text Writing Training and Students’ Views . International Journal of Contemporary Educational Research , 8 (2) , 68-82 . DOI: 10.33200/ijcer.824632

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868