High-achieving high school students’ strategies for writing from Internet-based sources of information

Digital Writing, Word Processors and Operations in Texts: How Student Writers Use Digital Resources in Academic Writing Processes

“…A word processor is defined as a software program that enables input, editing, formatting and output of text. A mediating document is the term used for written documents that do not represent the essay draft (Kirkpatrick & Klein, 2016). The use of different resources when directly acting in the text are categorized as text operations.…”

“…However, although it has been described as "polished and professional" (Ching, 2018), Microsoft Word also has resources that enable writers to work more with texts in a process. The students in this study used resources such as color and comments to be able to handle texts as "artifacts in activity" (Castelló & Iñesta, 2012, p. 181;Kirkpatrick & Klein, 2016;Prior, 2006, p. 58).…”

“…Screen capture technology was used to generate data in this study. This technology has been increasingly adopted by researchers focusing on writing (Asselin & Moayeri, 2010;Bailey & Withers, 2018;Bhatt, 2014;Geisler & Slattery, 2007;Kirkpatrick & Klein, 2016;Seror, 2013;Takayoshi, 2015). Earlier studies have addressed the question of what screen captures can reveal about students' use of software tools for paraphrasing (e.g.…”

“…Overall, the content that frequently was marked out by colors or by using comments in Ellen's, Sanna's and Sally's texts needed revision and more reflection, and thereby worked as a form of guidance for further writing. These short texts seemed not directly to function as the final product but rather as artifacts in activity (Castelló & Iñesta, 2012, p. 181;Prior, 2006, p. 58) or as a kind of mediating text in the essay draft (meditaing documents in Kirkpatrick & Klein, 2016). Sally, Sanna and Ellen made distinctions between different functions of text sections in the essay draft by using semiotic markers (colors or boxes), probably in order to be able to navigate within their comprehensive essay documents.…”

Source-Based Tasks in Writing Independent and Integrated Essays

“…Hartley (2007) have pointed out the fact that the four language skills are necessarily interrelated and contended the fact that it is almost impossible to teach second and/or foreign language writing without taking reading, speaking, and Furthermore, integrated essay writing tasks have mostly been researched in the field of second language writing assessment rather than writing instruction. Different factors have been researched with regard to the integrated tasks such as source text borrowing, scoring, reading-to-write construct, prompt effects in writing tests, paraphrasing, strategy use, lexical sophistication, and processes and strategies involved while composing (Ahmadi & Mansoordehghan, 2014;Gholami & Alinasab, 2016;Hirvela & Du, 2013;Kirkpatrick & Klein, 2016;Kyle & Crossley, 2016;Li & Casanave, 2012;McCulloch, 2013;Plakans & Gebril, 2012, 2013Plakans, 2009aPlakans, , 2009bWeigle & Parker, 2012). Comparing writing processes in independent and integrated writing tasks has been another area of the interest to researchers (Cumming et al 2005;Gebril, 2009Gebril, , 2010Guo, Crossley, & McNamara, 2013;Plakans, 2008).…”