Introduction to the special issue on synthesis tasks: where reading and writing meet

Vandermeulen, Nina; Steendam, Elke Van; Rijlaarsdam, Gert

doi:10.1007/s11145-022-10394-z

Cited by 5 publications

(3 citation statements)

References 49 publications

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“…Despite the merits of these previous measures of writing self-efficacy, we contend that a specific measure of self-efficay for multiple-source based writing in an academic task context may fill an important gap in the measurement literature. Crucial to our argument is the view shared by scholars in multiple document literacy and synthesis writing that integrating information across multiple sources is a critical process in academic writing (e.g., Rouet and Britt, 2011 ; Vandermeulen et al, 2023b ). Gaining understanding about students’ perceived self-efficacy for multiple-source integration when composing academic text therefore seems like an important agenda for writing motivation research.…”

Section: Introductionmentioning

confidence: 94%

“…However, among the many measures developed and used to gauge this construct, none has focused on perceived self-efficacy for multiple-source based, integrated academic writing (Abdel Latif, 2021). Because this reflects a crucial process in an academic writing task context (Rouet and Britt, 2011;Sonia et al, 2023;Vandermeulen et al, 2023b), not least within higher education, such a writing motivation assessment tool may complement existing measures of writing self-efficacy. Therefore, the main purpose of the current study was to develop a scale targeting the extent to which students are confident they can write an academic text that integrates content from several different sources.…”

Section: Writing Self-efficacymentioning

confidence: 99%

“…A more direct focus on multiple-source based writing has been implemented by writing researchers primarily interested in synthesis writing (e.g., Segev-Miller, 2007 ; Solé et al, 2013 ; Mateos et al, 2018 ; Granado-Peinado et al, 2019 ; Vandermeulen et al, 2020b ). Synthesis writing can be defined as source-based writing directed toward synthesizing information from different sources to compose a new text that can be understood by people without access to the original source materials ( Vandermeulen et al, 2023b ). This line of research has described how writers select, organize, and connect source information in order to produce a new discourse that is both loyal and transformative in relation to the sources ( Spivey and King, 1989 ; Segev-Miller, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

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Measuring multiple-source based academic writing self-efficacy

et al. 2023

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Although writing self-efficacy has been a productive line of research for several decades, no prior writing self-efficacy measure has focused on students’ self-efficacy for integrating information across multiple sources when producing an academic text. To fill this gap in existing research on the measurement of writing motivation, we designed a measure targeting the extent to which students are confident that they can write an academic text that integrates content from several different sources. In a study with Norwegian undergraduate students (n = 136), this measure, which we called the Multiple-Source based Academic Self-Efficacy Scale (MAWSES), was validated by means of confirmatory factor analysis and relationships between the resulting unitary construct and other relevant constructs. The findings provided evidence concerning the reliability and validity of the MAWSES. In future research, this measure could be included as an independent variable to predict processes and products of multiple-source based, integrated academic writing, as a moderator or mediator of effects in writing intervention research, or as an outcome variable in its own right.

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Section: Introductionmentioning

confidence: 94%

Section: Writing Self-efficacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Measuring multiple-source based academic writing self-efficacy

et al. 2023

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Recursivity in source-based writing: a process analysis

Tarchi,

Villalón,

Vandermeulen

et al. 2023

Read Writ

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In university settings, writing argumentative essays from reading conflicting source texts is a common task for students. In performing this synthesis task, they must deal with conflicting claims about a controversial issue as they develop their own positions. Argumentative synthesis is characterized by writers’ back-and-forth moves between reading source texts and writing their own texts—a self-regulatory process that can be termed recursivity. The present study investigated the recursive behavior of Italian university students as they wrote argumentative syntheses while reading conflicting sources. The 43 graduate students participating in the study read four source texts on a controversial topic, evaluation in academe, with the goal of writing an argumentative essay. Reading of the sources was studied through a think-aloud procedure, and recursivity in writing the syntheses was recorded through Inputlog software. Comparisons were made between 22 high-recursive and 22 low recursive writers for the quality of their argumentative essays and for the critical strategies that they had used in reading the sources. Descriptive and nonparametic analyses produced the following three findings: (1) The strategies most employed in prereading were all related to synthesis-related activities: voicing opinion, expressing agreement, and expressing doubts. (2) Recursivity occurred most often in the middle of the synthesis process, as writers developed their arguments, instead of at the beginning or end. (3) High-recursive writers surpassed low-recursive writers by producing argumentative essays of higher quality and obtained better recall scores. They also employed more critical processing relevant to synthesis when reading the sources. This study provides insight on how recursivity is involved in argumentative writing but still there is need for further research.

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The Use of ChatGPT in Source-Based Writing Tasks

Tarchi,

Zappoli,

Casado Ledesma

et al. 2024

Int J Artif Intell Educ

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ChatGPT, a chatbot based on a Generative Pre-trained Transformer model, can be used as a teaching tool in the educational setting, providing text in an interactive way. However, concerns point out risks and disadvantages, as possible incorrect or irrelevant answers, privacy concerns, and copyright issues. This study aims to categorize the strategies used by undergraduate students completing a source-based writing task (SBW, i.e., written production based on texts previously read) with the help of ChatGPT and their relation to the quality and content of students’ written products. ChatGPT can be educationally useful in SBW tasks, which require the synthesis of information from a text in response to a prompt. SBW requires mastering writing conventions and an accurate understanding of source material. We collected 27 non-expert users of ChatGPT and writers (Mage = 20.37; SD = 2.17). We administered a sociodemographic questionnaire, an academic writing motivation scale, and a measure of perceived prior knowledge. Participants were given a source-based writing task with access to ChatGPT as external aid. They performed a retrospective think-aloud interview on ChatGPT use. Data showed limited use of ChatGPT due to limited expertise and ethical concerns. The level of integration of conflicting information showed to not be associated with the interaction with ChatGPT. However, the use of ChatGPT showed a negative association with the amount of literal source-text information that students include in their written product.

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Introduction to the special issue on synthesis tasks: where reading and writing meet

Cited by 5 publications

References 49 publications

Measuring multiple-source based academic writing self-efficacy

Measuring multiple-source based academic writing self-efficacy

Recursivity in source-based writing: a process analysis

The Use of ChatGPT in Source-Based Writing Tasks

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