Works matching IS 09224777 AND DT 2023 AND VI 36 AND IP 4
Results: 11
Introduction to the special issue on synthesis tasks: where reading and writing meet.
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- Reading & Writing, 2023, v. 36, n. 4, p. 747, doi. 10.1007/s11145-022-10394-z
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Literacy in vocational education and training: scenario-based reading and writing education.
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- Reading & Writing, 2023, v. 36, n. 4, p. 1025, doi. 10.1007/s11145-022-10373-4
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Writing a synthesis versus reading: strategies involved and impact on comprehension.
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- Reading & Writing, 2023, v. 36, n. 4, p. 849, doi. 10.1007/s11145-022-10341-y
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Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice.
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- Reading & Writing, 2023, v. 36, n. 4, p. 909, doi. 10.1007/s11145-022-10318-x
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The effect of communicative purpose and reading medium on pauses during different phases of the textualization process.
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- Reading & Writing, 2023, v. 36, n. 4, p. 881, doi. 10.1007/s11145-022-10309-y
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Online interventions to help college students to improve the degree of integration of their argumentative synthesis.
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- Reading & Writing, 2023, v. 36, n. 4, p. 937, doi. 10.1007/s11145-021-10248-0
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Discourse synthesis: Textual transformations in writing from sources.
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- Reading & Writing, 2023, v. 36, n. 4, p. 769, doi. 10.1007/s11145-021-10243-5
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Choosing how to plan informative synthesis texts: Effects of strategy-based interventions on overall text quality.
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- Reading & Writing, 2023, v. 36, n. 4, p. 997, doi. 10.1007/s11145-021-10226-6
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Source inclusion in synthesis writing: an NLP approach to understanding argumentation, sourcing, and essay quality.
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- Reading & Writing, 2023, v. 36, n. 4, p. 1053, doi. 10.1007/s11145-021-10221-x
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Mapping multiple documents: From constructing multiple document models to argumentative writing.
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- Reading & Writing, 2023, v. 36, n. 4, p. 809, doi. 10.1007/s11145-021-10208-8
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Learning science through argumentative synthesis writing and deliberative dialogues: a comprehensive and effective methodology in secondary education.
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- Reading & Writing, 2023, v. 36, n. 4, p. 965, doi. 10.1007/s11145-021-10191-0
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- Article