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Direct linkLuna, María; Villalón, Ruth; Martínez-Álvarez, Isabel; Mateos, Mar – Reading and Writing: An Interdisciplinary Journal, 2023
Writing an argumentative synthesis is a common but demanding task, consequently undergraduates require some instruction. The objective of this study was to test the effectiveness of two interventions on integrative argumentation: one of them was focused on the product features of argumentative texts; and the other one on the processes involved in…
Descriptors: Persuasive Discourse, Synthesis, Writing Instruction, Undergraduate Students
Casado-Ledesma, Lidia; Cuevas, Isabel; Van den Bergh, Huub; Rijlaarsdam, Gert; Mateos, Mar; Granado-Peinado, Miriam; Martín, Elena – Instructional Science: An International Journal of the Learning Sciences, 2021
Dialogical argumentation practice contributes positively to argumentative writing skills. Specifically, deliberative dialogues are effective in promoting argument and counterargument integration in students' essays. However, the potential of dialogic activities may be increased if they are combined with instructional practices. The primary…
Descriptors: Teaching Methods, Persuasive Discourse, Writing Instruction, Dialogs (Language)
Learning Paths in Synthesis Writing: Which Learning Path Contributes Most to Which Learning Outcome?
Mateos, Mar; Rijlaarsdam, Gert; Martín, Elena; Cuevas, Isabel; Van den Bergh, Huub; Solari, Mariana – Instructional Science: An International Journal of the Learning Sciences, 2020
This paper presents a secondary analysis of data collected during an intervention study in which students learnt to synthesise pairs of texts presenting opposite views on controversial issues. The original intervention study included two treatments and examined the effects of two instruction conditions when instructional materials and tasks were…
Descriptors: Controversial Issues (Course Content), Instructional Effectiveness, Writing Instruction, Undergraduate Students
Mateos, Mar; Martín, Elena; Cuevas, Isabel; Villalón, Ruth; Martínez, Isabel; González-Lamas, Jara – Cognition and Instruction, 2018
The goal of this study was to assess the effectiveness of 2 different types of intervention aimed at improving written argumentative synthesis by integrating conflicting information from different sources. Both interventions combined the use of a guide with collaborative practice, but one of them also included explicit strategy instruction. Only…
Descriptors: Writing Improvement, Persuasive Discourse, Synthesis, Information Sources
Mateos, Mar; Sole, Isabel – European Journal of Psychology of Education, 2009
The production of written syntheses, which requires reading various sources and integrating information from these sources into one's own text, has been characterised as a potentially useful task for promoting constructive learning. This article describes research aimed at examining and characterising written syntheses and the processes involved…
Descriptors: Foreign Countries, Writing (Composition), Synthesis, Reading Writing Relationship
Mateos, Mar; Martin, Elena; Villalon, Ruth; Luna, Maria – Reading and Writing: An Interdisciplinary Journal, 2008
The research reported here employed a multiple-case study methodology to assess the online cognitive and metacognitive activities of 15-year-old secondary students as they read informational texts and wrote a new text in order to learn, and the relation of these activities to the written products they were asked to generate. To investigate the…
Descriptors: Metacognition, Cognitive Processes, Secondary School Students, Reading
