Impact of source texts and prompts on students’ genre uptake

Miller, Ryan T.; Mitchell, Thomas D.; Pessoa, Silvia

doi:10.1016/j.jslw.2016.01.001

Cited by 35 publications

(12 citation statements)

References 33 publications

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“…Extensive research on reading skills has investigated the intertextuality between source texts and students' writing. Some studies have focused on textual borrowing (e.g., Plakans & Gebril, 2013;Weigle & Parker, 2012;Wette, 2010) while others have paid attention to how the students' writing is affected by specific aspects of the source texts, for instance: signalling of conflicting views, the reading goal (e.g., Stadtler, Scharrer, Skodzik, & Bromme, 2014), genres (e.g., Keck, 2014), comprehending concepts across multiple source materials (e.g., Linderholm, Therriault, & Kwon, 2014;Thomm & Bromme, 2016), and prompts for writing (e.g., Hamp-Lyons & Mathias, 1994;Hinkel, 2002;Kobrin, Deng, & Shaw, 2011;Miller, Mitchell, & Pessoa, 2016). In the attempt to compare between integrated and independent reading tasks, Trites and McGroarty (2005) found that moderate to high correlations between ''read to integrate'' and various independent reading tasks (e.g., Nelson-Denny, TOEFL reading comprehension) existed.…”

Section: Reading Skills Found In the Integrated Task And Reading Competence Frameworkmentioning

confidence: 99%

Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills

Cheong

Zhu

Liao³

2017

Read Writ

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In recent decades, integrated language competence has been highlighted in the language curricula taught in schools and institutions, and the relationship between test-takers' performance on integrated tasks and comprehension sources has been much studied. The current study employed the frameworks of reading and listening comprehension processes to examine the difference between the effects of reading competence and listening competence on integrated writing performance. A total of 152 Secondary 5 students from five local schools in Hong Kong responded to three tasks, including an independent listening task, an independent reading task and an integrated writing task. The reading cognitive skills contributed more towards the performance of the integrated writing task than the listening cognitive skills did. Furthermore, the interaction between the relationships of reading and listening to the integrated writing performance was significant. Three subskills each for both listening and reading that belong to higher-order thinking skills-Elaborating, Evaluating and Creatinghad significant correlation with integrated writing performance. Implications for the teaching of integrated writing were also discussed. Keywords Integrated writing, Reading process, Listening process, Cognitive skill, Chinese language as L1 This study forms a part of a larger ongoing project aimed at exploring the cognitive process of Hong Kong secondary students in processing integrated writing tasks.

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Section: Reading Skills Found In the Integrated Task And Reading Competence Frameworkmentioning

confidence: 99%

Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills

Cheong

Zhu

Liao³

2017

Read Writ

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“…This suspicion is justified by the observation that essays under the same topic do not always fit into the specifications of the prompt. Considering that prompts serve as one good source for understanding characteristics of learner writing (e.g., Cho, 2019;Miller, Mitchell, & Pessoa, 2016), it is unfortunate that the NIKL corpus fails to satisfy the rigour of the prompt issue. Another important issue with using this NIKL learner corpus lies in how the data were produced and collected.…”

Section: Learner Corpus Creationmentioning

confidence: 99%

Automatic analysis of passive constructions in Korean

Shin

Jung

2021

IJLCR

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The present study aims to explore the applicability of automatic analysis to L2-Korean learner corpora, with a special focus on learners’ use of a clause-level construction. For this purpose, we investigate L1-Mandarin L2-Korean learners’ written production of two passive construction types in Korean – suffixal and periphrastic – by devising a pattern-extraction process through NLP techniques. We focus on reporting how the passive constructions are identified and extracted from learner writing automatically, given language-specific features involving the passive. A total of 72 essays were analysed by adapting an existing pipeline (developed by Shin, forthcoming), with enhanced tokenisation and annotation through manual revision of the data. Results showed that our automatic pattern-finder identified more instances than manual extraction for the suffixal passive and yielded a perfect match with manual extraction for the periphrastic passive. Implications of the findings are discussed in regard to strengths and drawbacks of the automatic analysis of learner writing, with suggestions for improving currently available tools for learner corpus research in Korean.

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“…At the core of this research, the shift from textbooks to primary sources has been viewed as a net good for history education. A few studies have explored the relationships between historical primary source texts and students' writing from a genre perspective [e.g., 31,32]. Little history education research explores what has been gained or lost from this shift.…”

Section: Inclusion Of Primary Source Documents In History Educationmentioning

confidence: 99%

Teaching the Reasons Why: An Analysis of Causation in History Textbooks and Historical Primary Source Documents

Fitzgerald¹

2019

ujer

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The variety of primary source documents (PSDs) used in secondary education history classes leads to students' assorted exposure to key language constructions important to historical reading and writing such as causal expression. This study asks (1) what is the difference in causal construction exposure between PSDs and textbooks and (2) in what ways do the types of causation qualitatively vary between textbooks and primary source documents. Quantitative analysis demonstrates that students are exposed to a statistically higher rate of causal constructions when reading textbooks then when they read PSDs. Qualitative analysis illustrates that the language used to construct causation in the PSDs was different from that found in the history textbooks. These findings indicate that PSDs do not mentor students in the types of historical writing constructions used in historical explanation.

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Impact of source texts and prompts on students’ genre uptake

Cited by 35 publications

References 33 publications

Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills

Differences between the relationship of L1 learners’ performance in integrated writing with both independent listening and independent reading cognitive skills

Automatic analysis of passive constructions in Korean

Teaching the Reasons Why: An Analysis of Causation in History Textbooks and Historical Primary Source Documents

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