Integrating Information

Written Communication Jan 2013

Isabel Solé Universitat de Barcelona ; Mariana Miras Universitat de Barcelona ; Núria Castells Universitat de Barcelona ; Sandra Espino Universitat de Barcelona ; Marta Minguela Universitat de Barcelona

Abstract

The case study reported here explores the processes involved in producing a written synthesis of three history texts and their possible relation to the characteristics of the texts produced and the degree of comprehension achieved following the task. The processes carried out by 10 final-year compulsory education students (15 and 16 years old) to produce their syntheses, including the integrations they verbalized while performing the task, were examined in detail with a double-analysis system. The results revealed a tendency for the students who engaged in more elaborative patterns to make more integrations and produce better texts. These students seemed to benefit more from the task in terms of comprehension. Conversely, the students who followed a more reproductive pattern by and large copied ideas from the source texts and achieved low levels of comprehension.

Journal: Written Communication
Published: 2013-01-01
DOI: 10.1177/0741088312466532
Open Access: Closed
Topics: qualitative research

Citation Context

Cited by in this index (3)

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