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Perma.cc archive of http://www.citationproject.net/studies/writing-from-sources/ created on 2022-04-20 07:22:01.937140+00:00.

The first phase of a study into language learning examined six undergraduate students' building of disciplinary discourse knowledge as they became immersed in the disciplinary community of psychology. Students were followed over the entire 4-year course of their undergraduate careers. Data included interviews, questionnaires, papers the students wrote, and maps they drew of the discipline of psychology throughout the 4 years (and into a 5th year). Results indicated that all of the subjects made changes (some gradual and some dramatic) in their representations of the discipline. In the bodies of work of some subjects were signs of an emerging authorship--signs that the writer was creating a body of work interconnected through thematic links and connected with a community of scholars pursuing similar work. The second phase provided converging information for the 5-year-long longitudinal study. Nine professors, 10 first-year students, 10 third-year students, and 12 graduate students from the Department of Psychology at Carnegie Mellon University completed questionnaires designed to elicit their descriptions of the discipline of psychology, the roles writing and authoring play in the discipline, and their experiences with authoring in the discipline. Results indicated that as students became more steeped in the discipline, they became more attuned to the various kinds of discourse that operated within the discipline; and the students learned the discipline through a long apprenticeship. (Eleven tables and 10 figures of data are included; questionnaires are attached. Contains 55 references.) (RS)

The first phase of a study into language learning examined six undergraduate students' building of disciplinary discourse knowledge as they became immersed in the disciplinary community of psychology. Students were followed over the entire 4-year course of their undergraduate careers. Data included interviews, questionnaires, papers the students wrote, and maps they drew of the discipline of psychology throughout the 4 years (and into a 5th year). Results indicated that all of the subjects made changes (some gradual and some dramatic) in their representations of the discipline. In the bodies of work of some subjects were signs of an emerging authorship--signs that the writer was creating a body of work interconnected through thematic links and connected with a community of scholars pursuing similar work. The second phase provided converging information for the 5-year-long longitudinal study. Nine professors, 10 first-year students, 10 third-year students, and 12 graduate students from the Department of Psychology at Carnegie Mellon University completed questionnaires designed to elicit their descriptions of the discipline of psychology, the roles writing and authoring play in the discipline, and their experiences with authoring in the discipline. Results indicated that as students became more steeped in the discipline, they became more attuned to the various kinds of discourse that operated within the discipline; and the students learned the discipline through a long apprenticeship. (Eleven tables and 10 figures of data are included; questionnaires are attached. Contains 55 references.) (RS)

The first phase of a study into language learning examined six undergraduate students' building of disciplinary discourse knowledge as they became immersed in the disciplinary community of psychology. Students were followed over the entire 4-year course of their undergraduate careers. Data included interviews, questionnaires, papers the students wrote, and maps they drew of the discipline of psychology throughout the 4 years (and into a 5th year). Results indicated that all of the subjects made changes (some gradual and some dramatic) in their representations of the discipline. In the bodies of work of some subjects were signs of an emerging authorship--signs that the writer was creating a body of work interconnected through thematic links and connected with a community of scholars pursuing similar work. The second phase provided converging information for the 5-year-long longitudinal study. Nine professors, 10 first-year students, 10 third-year students, and 12 graduate students from the Department of Psychology at Carnegie Mellon University completed questionnaires designed to elicit their descriptions of the discipline of psychology, the roles writing and authoring play in the discipline, and their experiences with authoring in the discipline. Results indicated that as students became more steeped in the discipline, they became more attuned to the various kinds of discourse that operated within the discipline; and the students learned the discipline through a long apprenticeship. (Eleven tables and 10 figures of data are included; questionnaires are attached. Contains 55 references.) (RS)

Observing the composing processes of students working over real time in naturalistic settings, two exploratory studies asked: (1) What skills and assumptions do freshman and advanced writers invoke when they are searching for information to be used in writing? (2) What strategies and goals do students bring to a typical writing-from-sources task like the research paper? and (3) How do particular classroom contexts influence student performance? The research paper was used as a vehicle. The first study observed the way eight freshman and eight advanced writers planned and searched for information, revealing two differing purposes: content-driven (a fact-finding mission) and issue-driven (arguing for a position). The second study examined how students perform the many tasks involved in writing research papers. Eight students at Carnegie-Mellon University, randomly selected from courses requiring research papers, kept a daily process log of all paper-related activities from the time they received the writing assignment to the time they finished writing. The resulting material (over 500 pages) revealed two strategies in use. Low-investment strategies centered around the rote reproduction of other authors' ideas for the teacher-as-examiner. High-investment strategies centered around the transformation of source material to produce original conclusions. The teacher's role in influencing these strategies was a powerful one: high-investment writing was fostered by providing intermediate feedback, focusing on high level goals, providing an audience other than the teacher, and getting writers started early. (Fourteen references conclude the study.) (SR)

A study aimed to increase understanding of how different writing-to-learn tasks invite the ways in which students construct meaning in writing from sources. The tasks used, writing either a report or a problem-based essay, required students to integrate prior knowledge with information from six textual sources in order to construct their own texts. Fifteen undergraduates, enrolled in a seminar on European history, were randomly assigned to one of two task conditions. Comparisons were made between the ways in which the two groups interpreted the tasks they were given, as well as how they organized and selected content from the sources. All students provided think-aloud protocols and reading-writing logs. Students' essays were analyzed for top-level structure, origin of information, and appeals to authority. Comparisons were also made to examine possible differences in learning associated with the two tasks. Analyses showed that the groups differed significantly in their interpretations of the two tasks and in their approaches to structuring textual information. Analyses also revealed that students writing problem-based essays included significantly more content units in their essays than students writing reports. Results suggest that authority can be linked to the transformations writers make in composing from sources as they interweave content from prior knowledge with source information and restructure meaning. Authority can also come from writers' awareness of how to apply their knowledge flexibly and effectively in a given rhetorical situation. (Two figures and 6 tables of data are included; 90 references are attached.) (Author/SR)

This report describes the second phase of a study of the transformations students make in their written texts as they write from sources in a given discipline. Phase 1 of the study examined how students performed the task of writing a critique of a scholarly article in sociology and how their efforts were evaluated by professors in the discipline. Phase 2 examined changes in students' knowledge of critique from one year to the next. Six of the 32 students involved in the first phase of the study agreed to participate in the second phase. Subjects reread the scholarly article they had read a year earlier in the first phase and constructed a second, newly written critique. As in the first phase, the configuration of topics and comments in each student's critique was mapped out to depict the flow of the total discourse. Results indicated that all but one of the students wrote critiques that focused on topics that differed from those they selected the previous year; for example, three students who originally disagreed with the source article were more supportive of it, and two of the students who had agreed with the content of the article the previous year disagreed. Overall, the students were still including proportionally more suspended judgment in their critiques than either positive or negative evaluative commentary. Analysis of interviews with the students showed that classroom environment and new knowledge contributed to some of the changes in students' texts. (Nine figures and four tables of data are included; the text template and a student critique are attached. Contains 64 references.) (RS)

A study examined how college students wrote a critique of a sociology article; which features of written critiques were valued most by professors in the discipline; and whether students' educational level and status predicted the quality of their critiques. Subjects, 32 students enrolled in an upper-level sociology course, read and responded by criticizing an assigned text in preparation for a classroom discussion. Written critiques were analyzed for the manner in which topics, comments, and support were configured and arranged. The critiques were also assessed for the types of evaluative commentary students made about topics, and for the textual transformations made when writing from the source article. A subset of five case study students completed additional tasks. Results indicated (1) overall, students' written critiques generally were well-organized; (2) students who selected fewer topics in their critiques developed the thematic chains in which the topics were embedded; (3) students were told to limit their critiques to two pages, which may have influenced their decisions to provide detail; (4) critiques that received the highest quality ratings provided predominantly negative commentary on the source article and backed it up with disciplinary sources of support; and (5) students who received the lowest quality ratings provided a summary of main points and personal sources of support. (Eight tables, two figures of data, a sample of classroom discourse, questionnaires, instructions for the reading-writing log, consent forms, a student critique, and instructions for rating critiques are attached. Contains 160 references. (RS)

Includes index

Includes index

Includes bibliographical references (page 222)

xvii, 300 p. : 23 cm

xvii, 300 p. : 23 cm

xvii, 300 p. : 23 cm

xvii, 300 p. : 23 cm

Includes index

Writing from sources is a keystone in academic education. Studies show that it can be problematic for students and in extreme cases may result in plagiarism. This article is devoted to one of the many skills necessary to write from sources, namely paraphrasing. The study described here aims to identify and categorise the paraphrasing and plagiarism avoidance strategies applied by students when writing their Master of Arts (MA) dissertations in English as a Foreign Language (EFL). The data were collected via questionnaires and were based on students' reports concerning their paraphrasing behaviours. The study enabled an array of before-, while- and after-paraphrasing strategies to be collected. The results may contribute to the literature on writing from sources by drawing greater attention to strategic behaviours of students connected with paraphrasing and plagiarism avoidance. [For the complete volume, "Rethinking Directions in Language Learning and Teaching at University Level," see ED594626.]

Writing from sources is a keystone in academic education. Studies show that it can be problematic for students and in extreme cases may result in plagiarism. This article is devoted to one of the many skills necessary to write from sources, namely paraphrasing. The study described here aims to identify and categorise the paraphrasing and plagiarism avoidance strategies applied by students when writing their Master of Arts (MA) dissertations in English as a Foreign Language (EFL). The data were collected via questionnaires and were based on students' reports concerning their paraphrasing behaviours. The study enabled an array of before-, while- and after-paraphrasing strategies to be collected. The results may contribute to the literature on writing from sources by drawing greater attention to strategic behaviours of students connected with paraphrasing and plagiarism avoidance. [For the complete volume, "Rethinking Directions in Language Learning and Teaching at University Level," see ED594626.]

Includes index

This paper reports a study that compared the writing of non-native speaking students provided with background reading texts for their own academic writing with students who had not been given the texts. Essay quality was compared in terms of length, the number and extent of elaboration of the points presented, and the writer's overall success/failure to substantiate a point of view. For the group given texts, the way the information was used and the extent of attribution to authors were also studied. Subjects were 75 Hong Kong university students in a compulsory academic English course. Results showed that the background texts provide students with ideas but did not necessarily improve writing quality. Students given texts relied heavily on them and less on their own ideas, and did not develop propositions fully. Students without background texts tended to support their ideas more extensively, even if they had fewer ideas to contribute. What appeared to distinguish more successful writers among those with texts was their ability to summarize main ideas and passages and integrate them into their own writing. It is concluded that provision of background texts does not necessarily enhance student writing skills, but may help students cope with academic writing tasks. Contains 19 references. (MSE)

The main purpose of this research was to study how the instructiveness of the letter, one of the writing to learn activities; changes according to the person to whom it is written (the addressee). The document analysis method was used in this qualitative study. Since documents are very important information sources used effectively in qualitative studies, their authenticity is important. The book named "Letters from Father Inönü to Erdal Inönü" published by Bilgi Publishing in 1988 and prepared for printing by Sevgi Özel with the permission of the Inönü Foundation and the letters published under the title "The letters of Erdal Inönü to his father" by Can Dündar in his column in the Milliyet on 17, June, 2007 were analysed using the qualitative analysis method. It was analysed in the study that how the instructiveness of the letters (1947-1951) whose content was only related to physics and written from father to son and from son to father changed according to the addressee. The documents analysed in this study provide the first three stages of document analysis, which has five stages namely; access to the documents, control of their authenticity, understanding the documents, analysis of the data and the use of the data. The findings of the research support the views of the students, who stated that they had written more clearly to students who were younger than they were or studying in the subclasses than they had written to their teachers in the studies conducted previously.

The main purpose of this research was to study how the instructiveness of the letter, one of the writing to learn activities; changes according to the person to whom it is written (the addressee). The document analysis method was used in this qualitative study. Since documents are very important information sources used effectively in qualitative studies, their authenticity is important. The book named "Letters from Father Inönü to Erdal Inönü" published by Bilgi Publishing in 1988 and prepared for printing by Sevgi Özel with the permission of the Inönü Foundation and the letters published under the title "The letters of Erdal Inönü to his father" by Can Dündar in his column in the Milliyet on 17, June, 2007 were analysed using the qualitative analysis method. It was analysed in the study that how the instructiveness of the letters (1947-1951) whose content was only related to physics and written from father to son and from son to father changed according to the addressee. The documents analysed in this study provide the first three stages of document analysis, which has five stages namely; access to the documents, control of their authenticity, understanding the documents, analysis of the data and the use of the data. The findings of the research support the views of the students, who stated that they had written more clearly to students who were younger than they were or studying in the subclasses than they had written to their teachers in the studies conducted previously.

The main purpose of this research was to study how the instructiveness of the letter, one of the writing to learn activities; changes according to the person to whom it is written (the addressee). The document analysis method was used in this qualitative study. Since documents are very important information sources used effectively in qualitative studies, their authenticity is important. The book named "Letters from Father Inönü to Erdal Inönü" published by Bilgi Publishing in 1988 and prepared for printing by Sevgi Özel with the permission of the Inönü Foundation and the letters published under the title "The letters of Erdal Inönü to his father" by Can Dündar in his column in the Milliyet on 17, June, 2007 were analysed using the qualitative analysis method. It was analysed in the study that how the instructiveness of the letters (1947-1951) whose content was only related to physics and written from father to son and from son to father changed according to the addressee. The documents analysed in this study provide the first three stages of document analysis, which has five stages namely; access to the documents, control of their authenticity, understanding the documents, analysis of the data and the use of the data. The findings of the research support the views of the students, who stated that they had written more clearly to students who were younger than they were or studying in the subclasses than they had written to their teachers in the studies conducted previously.

The main purpose of this research was to study how the instructiveness of the letter, one of the writing to learn activities; changes according to the person to whom it is written (the addressee). The document analysis method was used in this qualitative study. Since documents are very important information sources used effectively in qualitative studies, their authenticity is important. The book named "Letters from Father Inönü to Erdal Inönü" published by Bilgi Publishing in 1988 and prepared for printing by Sevgi Özel with the permission of the Inönü Foundation and the letters published under the title "The letters of Erdal Inönü to his father" by Can Dündar in his column in the Milliyet on 17, June, 2007 were analysed using the qualitative analysis method. It was analysed in the study that how the instructiveness of the letters (1947-1951) whose content was only related to physics and written from father to son and from son to father changed according to the addressee. The documents analysed in this study provide the first three stages of document analysis, which has five stages namely; access to the documents, control of their authenticity, understanding the documents, analysis of the data and the use of the data. The findings of the research support the views of the students, who stated that they had written more clearly to students who were younger than they were or studying in the subclasses than they had written to their teachers in the studies conducted previously.

The main purpose of this research was to study how the instructiveness of the letter, one of the writing to learn activities; changes according to the person to whom it is written (the addressee). The document analysis method was used in this qualitative study. Since documents are very important information sources used effectively in qualitative studies, their authenticity is important. The book named "Letters from Father Inönü to Erdal Inönü" published by Bilgi Publishing in 1988 and prepared for printing by Sevgi Özel with the permission of the Inönü Foundation and the letters published under the title "The letters of Erdal Inönü to his father" by Can Dündar in his column in the Milliyet on 17, June, 2007 were analysed using the qualitative analysis method. It was analysed in the study that how the instructiveness of the letters (1947-1951) whose content was only related to physics and written from father to son and from son to father changed according to the addressee. The documents analysed in this study provide the first three stages of document analysis, which has five stages namely; access to the documents, control of their authenticity, understanding the documents, analysis of the data and the use of the data. The findings of the research support the views of the students, who stated that they had written more clearly to students who were younger than they were or studying in the subclasses than they had written to their teachers in the studies conducted previously.