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

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-01-10 DOI:10.1007/s10212-023-00778-2

Eunseo Lee, Alexandra List, Gala Sofia Campos Oaxaca, Hye Yeon Lee, Hongcui Du

引用次数: 0

Abstract

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.

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使用修辞手法，提高基于多种文本的写作的整合能力

本研究开发了一种名为 "整合写作训练"（IWT）的简短训练，向学生介绍两种修辞手法（即直接整合和间接整合），可用于通过写作交流跨文本联系。与对照组相比，该培训并没有明显增加学生根据多篇文章撰写的书面回答中的整合量；不过，当学生与其他接受以写作组织为重点的培训的学生进行比较时，发现学生的整合量有所提高。本文讨论了未来的研究方向，特别是在基于多文本写作时，需要关注学生使用修辞手法来表达整合的必要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.