Using rhetorical devices to improve integration in writing based on multiple texts

• Autores: Eunseo Lee, Alexandra List, Sofia Campos, Hye Yeon Lee, Hongcui Du
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 39, Nº 3, 2024, págs. 2405-2433
• Idioma: inglés
• Enlaces
  • Texto completo
• Resumen

  • This study developed a brief training, the Integrative Writing Training (IWT), to introduce students to two types of rhetorical devices (i.e., direct and indirect integration) that can be used to communicate cross-textual connections through writing. The training did not significantly increase the volume of integration included in students’ written responses, composed based on multiple texts, relative to a control group; although improvements were found when students were compared to others receiving a writing-organization focused training. Directions for future research and, particularly, the need to attend to students’ use of rhetorical devices to communicate integration when writing based on multiple texts are discussed.