An exploratory analysis of source integration in post-secondary L1 and L2 source-based writing

Doolan, Stephen M.

doi:10.1016/j.esp.2021.01.003

Cited by 17 publications

(13 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Lenski and Johns (1997) investigated middle school L1 writing, and the process of source-based writing, finding that sequential (i.e., read, plan, write) and spiral (i.e., read, plan, write, repeat) processes led to more knowledge-telling, while recursive (i.e., a more mixed approach) processes led to more integrated synthesis writing. Qualitative research from L2 writing has also confirmed the challenges of truly transforming and integrating source material in student writing (Doolan, 2021; Leki & Carson, 1997; Plakans, 2009; Zhao & Hirvela, 2015).…”

Section: Literature Reviewmentioning

confidence: 92%

Source-Based L1 Student Writing Development: Analyzing the Relationships Among Functional Dimensions of Source Use and the Quality of Source Use

Doolan

2023

Written Communication

Self Cite

View full text Add to dashboard Cite

Source-based writing is a complex and frequently occurring task type in postsecondary education. While a large body of research now exists investigating source-based student writing, few studies have used corpus-based methods to investigate L1 student performance on source-based writing tasks and to connect this performance to the holistic quality of source use. The current study investigates the relationship among functional dimensions of source use, operationalized for each text ( N = 150) as factor scores from a previously conducted multidimensional analysis, and the quality of source use through a simultaneous multiple regression. Then, using the two functional dimensions that emerged as significant predictors of the holistic quality of source use, a qualitative analysis was conducted to investigate how the most strongly loading variables on those two functional dimensions may be contributing to the effectiveness of source use. Implications are discussed as they relate to the development of source-based L1 student writing.

show abstract

Section: Literature Reviewmentioning

confidence: 92%

Source-Based L1 Student Writing Development: Analyzing the Relationships Among Functional Dimensions of Source Use and the Quality of Source Use

Doolan

2023

Written Communication

Self Cite

View full text Add to dashboard Cite

show abstract

“…The whole writing session consisted of a typing task and two writing tasks and took approximately 2 h in total. The session started with a warm-up typing task , 2021, which revealed the general typing speed of the students but simultaneously allowed the students to familiarize themselves with the computer room and the experimental environment. After the typing task, the participants were ready to start their writing tasks.…”

Section: Methodsmentioning

confidence: 99%

“…To date, few studies have investigated source use processes during synthesis writing from a process-oriented perspective. Recent studies like Doolan (2021) have explored various types of source integration and analyzed ideational units of students' texts from an exclusively product-oriented perspective. Therefore, it would be methodologically enlightening if we could investigate source use processes using a process-focused approach, integrating keystroke logging into the research design.…”

Section: Introductionmentioning

confidence: 99%

Envisioning multilingualism in source-based writing in L1, L2, and L3: The relation between source use and text quality

et al. 2022

View full text Add to dashboard Cite

In this article, we report on a study that investigates how master’s students consult external sources for reading-to-write integrated tasks in their L1 (Dutch), L2 (English), and L3 (French). Two hundred and eighty master’s students in professional communication wrote synthesis texts based on three external sources, including a report, a web text, and a newspaper article in their L1 (Dutch), and in L2 (English), or L3 (French) at two moments of measurement, which were separated by an interval of 6 months. Their source use activities during the writing process were registered using Inputlog – a keylogging program. Inputlog enabled us to determine the amount of time the writers spent composing their main texts and consulting the sources (when the source consultation activities took place during the writing process, which sources were consulted most frequently, and how frequently the writers transitioned between the various sources). Final text quality was assessed holistically using pairwise comparisons (D-pac, now Comproved). Confirmatory factor analysis indicated three components that could describe source use processes in L1, L2, and L3 writing: (a) initial reading time, (b) source interaction, and (c) variance of source use throughout the writing process. Within-subject comparisons revealed that there were no improvements in the students’ text quality in L1, L2, and L3 over an academic year. Structural equation modeling indicated that the source use approach, particularly source interaction, is related to text quality, but only in L1 and L3. We provide further explanations for this variation based on language proficiency, temporal distribution of writing process, and individual differences.

show abstract

“…Conversely, in Shi's [38] comparative analysis of native English speakers and Chinese ESL learners, the latter borrowed longer strings of source texts without explicit references at a higher frequency. Recent work by Doolan [39] investigated 260 essays from native English speakers and ESL learners at a post-secondary institution in the U.S. to better understand their source text use. By comparing their source integration and use of ideational units, Doolan found that both groups of students synthesized poorly and that L2 writers used a wider variety of source integration types.…”

Section: Source-based Argumentative Writingmentioning

confidence: 99%

Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing

Cheong¹,

Zhu

2021

Sustainability

View full text Add to dashboard Cite

Argumentative writing is the most commonly used genre in writing classroom practices and assessments. To draft an argumentative essay in authentic settings, writers are usually required to evaluate and use content knowledge from outside sources. Although source-based argumentation is a sustainable skill that is crucial for students’ academic career, this area remains under-researched. Hence, this paper presents a within-subject study that investigated Hong Kong secondary school students’ argumentation construction in L1 and L2 source-based writing from both product-oriented and process-oriented perspectives. Multiple sources of data were collected, including L1 and L2 source-based argumentative texts, eye-tracking metrics and recorded videos, and stimulated recall interviews. Findings of our study show that the L1 source-based argumentative compositions of the Hong Kong secondary student writers differed greatly from their L2 ones in terms of the argument structure, source use, and reasoning quality. Analyses on four cases further revealed a multitude of factors such as self-regulation and cultural orientations coming into play in similar and different argumentation performance between L1 and L2 source-based writing tasks. This study contributes new knowledge to better understand the argumentation in L1 and L2 source-based writing, yielding meaningful implications on pedagogy and assessment in this field.

show abstract

An exploratory analysis of source integration in post-secondary L1 and L2 source-based writing

Cited by 17 publications

References 33 publications

Source-Based L1 Student Writing Development: Analyzing the Relationships Among Functional Dimensions of Source Use and the Quality of Source Use

Source-Based L1 Student Writing Development: Analyzing the Relationships Among Functional Dimensions of Source Use and the Quality of Source Use

Envisioning multilingualism in source-based writing in L1, L2, and L3: The relation between source use and text quality

Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing

Contact Info

Product

Resources

About