The relation between source use during the writing process and text quality in synthesis writing of (pre-)university students
Submitted by:
Brenda van den Broek
Abstract:
The ability to synthesize information from different sources into a new text, a synthesis text, is an important skill in upper secondary and higher education. However, many students find writing synthesis texts challenging. This is not surprising giving the hybrid, cognitively demanding nature of this task, which requires students to switch between the role of reader/ comprehender (when reading the source texts) and the role of writer/ communicator (when writing their own text) (Mateos & Solé, 2009).
In order to gain more insight into the composing processes and writing skills of students writing synthesis texts, we conducted a national baseline study among 800 Dutch students ranging from grade 10 to the second year of the academic bachelor. Each student wrote four synthesis texts varying in complexity and content. Writing processes were registered using keystroke logging software Inputlog (Leijten & Van Waes, 2013), providing information on source use (timing and frequency) during writing. Text quality was rated by means of rating scales with benchmark texts (Blok, 1986), which were constructed on the basis of comparative judgement (Van Daal, Lesterhuis, Coertjens, Donche & De Maeyer, 2016). Information on students’ writing styles was collected using validated questionnaires.
We present results on the relation between the use of source texts during the writing process and text quality for students from different grades and with different writing styles. Results will provide us with valuable information for the realisation of a feedback and instruction programme on synthesis writing to be used in secondary education.
References
Blok, H. (1986). Essay rating by the comparison method. Tijdschrift voor onderwijsresearch, 11, 169-176.
Leijten, M., & Van Waes, L. (2013). Keystroke Logging in Writing Research. Using Inputlog to
Analyze and Visualize Writing Processes. Written Communication, 30(3), 358-392.
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, 4, 435-451.
Van Daal, T., Lesterhuis, M., Coertjens, L., Donche, V., & De Maeyer, S. (2016). Validity of comparative judgement to assess academic writing: examining implications of its holistic character and building on a shared consensus. Assessment in Education: Principles, Policy & Practice, 1-16.