Writing from Sources: The Effect of Explicit Instruction on College Students' Processes and Products

By Rachel Segev-Miller. 2004

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8eb384237d411b24e8e651af852adbb3b0ff603d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Alexandra List
2. Isabel Solé
3. Mar Mateos
4. Patricia A. Alexander
5. P. Boscolo
6. Ivar Bråten
7. Jeffrey Alan Greene
8. Emily M. Grossnickle

In Education

1. Alexandra List
2. Isabel Solé
3. Mar Mateos
4. Patricia A. Alexander
5. P. Boscolo
6. Ivar Bråten
7. Emily M. Grossnickle
8. B. Hofer

In Literature and Literary Theory

1. Isabel Solé
2. Mar Mateos
3. Patricia A. Alexander
4. Alexandra List

Citations in the corpus

• Competencia lectora y aprendizaje (2012, background): “Además, ya desde la educación primaria y para siempre, el aprendizaje a través de textos implica el uso de tareas híbridas (Segev-Miller, 2004; Spivey, 1997; Spivey y King, 1989) que como el resumen, la síntesis, la producción de un texto propio a partir de la consulta de fuentes documentales o la…”
• Toward an Integrated Framework of Multiple Text Use (2019, background): “In reality, as documented within the literature on synthetic reading-writing tasks (Segev-Miller, 2004; Spivey, 1990; Spivey & King, 1989), the process of generating an external product based on multiple texts is often a recursive one, with students returning to texts, as needed, to clarify, extend,”
• Improving the quality of students' academic writing: an intervention study (2007, background): “…and professional contexts a large proportion of people’s work involves reading source materials, and elaborating them in the composition of a new text (Glynn & Muth, 1994; Kahaney & Heinrich, 1994; Klein, 2000; Boscolo & Mason, 2001; Nelson, 2001a; Tynjälä, 2001; Segev-Miller, 2004, 2007).”
• Synthesising information from various texts: A study of procedures and products at different educational levels (2009, methodology): “Although synthesis tasks have not been studied to any great extent, research which has examined them (Flower, Stein, Ackerman, Kantz, McCormick, & Peck, 1990; Segev-Miller, 2004; Spivey, 1997) has characterised them as cognitively demanding.”