Writing from sources: A structure-mapping model.

Abstract

The purpose of this study was to test assumptions of a structure-mapping model of writing from sources based on Gentner's (1983) structure-mapping model of analogical reasoning. Subjects read 2 passages organized either similarly or dissimilarly and presented in 1 of 2 orders. Subjects then wrote a comparison-contrast essay about the passages. Results showed that subjects used the first passage as a base. This base influenced both the global and local structure of the essays. Results also showed that subjects reading similarly organized passages wrote essays with better organization but inferior linguistic quality as compared with subjects reading dissimilarly organized passages. The results suggest that this adaptation of Gentner's model is useful in conceptualizing how writers use multiple sources in some writing tasks.

Planning text structure as a way to improve students' writing from sources in the compare–contrast genre

“…Many school-based writing assignments require students to read source texts and incorporate material from those texts into their own written products (Segev-Miller, 2007). This is referred to as discourse synthesis (Segev-Miller, 2007;Spivey, 1997), reading to write (Risemberg, 1996), or writing from sources (Gradwohl Nash, Schumacher, & Carlson, 1993;O'Hara, Taylor, Newman, & Sellen, 2002;Segev-Miller, 2007). Boscolo and Borghetto (2002) identify students' ability to write from sources as an important determinant of their success in school.…”

Synthesising information from various texts: A study of procedures and products at different educational levels

“…Nash, Schumacher, and Carlson (1993) demonstrated the influence exerted by the characteristics of the language in the source texts on written syntheses. University students were asked to read two descriptive texts and then write a text with a comparative structure.…”

Toma de notas en lectura de textos múltiples: análisis de diferencias individuales

“…Como apoyo a esta primera interpretación, se encuentra además la práctica ausencia de notas repetidas. La elección del primer texto como modelo, podría ser por tanto una estrategia efectiva para la integración de información coherente con el modelo propuesto por Nash et al (1993). Tal modelo asume que en la construcción de la representación mental de los textos, el lector elige uno de ellos como texto principal (i.e.…”