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Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison

Published on Jun 1, 2019in Reading and Writing
· DOI :10.1007/s11145-018-9842-9
Daphne van Weijen4
Estimated H-index: 4
(UvA: University of Amsterdam),
Gert Rijlaarsdam24
Estimated H-index: 24
(Umeå University),
Huub van den Bergh25
Estimated H-index: 25
(UU: Utrecht University)
Sources
Abstract
The aim of this study was to test whether Cummins’ Linguistic Interdependence Hypothesis (LIH) might also apply to writing, by determining to what extent writers’ text quality, source use and argumentation behavior are related in L1 and L2, how effective writers’ behavior is and whether their L2 proficiency influenced the relations between them. To answer these questions, twenty students wrote four short argumentative source based essays each in L1 (Dutch) and four in L2 (English). A within-writer cross-linguistic comparison of their texts revealed that their L1 and L2 writing competencies appear to be related. Furthermore, writers’ source use behavior differed to some extent between languages, but the strong positive correlations found between source use features suggest that in most cases this was more a person than a language effect. Similarly, for argumentation behavior, results showed some learner specific features (e.g. inclusion of titles and reference lists), but differences between languages for others (e.g. the inclusion of both arguments and counter-arguments). Effects of the different source use and argumentation features studied on text quality were limited and no clear effect of L2 proficiency on writers’ behavior or their influence on text quality were found. Overall, in line with earlier research, these findings provide some additional support for Cummins’ LIH and the idea that writers might have a common underlying source for writing related knowledge and practices which they can apply in multiple languages.
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  • References (31)
  • Citations (4)
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References31
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#1Jim Cummins (Åbo Akademi University)H-Index: 53
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#1Alister Cumming (OISE/UT: Ontario Institute for Studies in Education)H-Index: 1
#2Conttia Lai (OISE/UT: Ontario Institute for Studies in Education)H-Index: 2
Last. Hyeyoon Cho (OISE/UT: Ontario Institute for Studies in Education)H-Index: 2
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Abstract Educators have long recognized that a major challenge for students learning to write for academic purposes is developing the ability to integrate source material effectively and appropriately into written compositions. To identify and evaluate the current state of empirical evidence, we conducted a systematic synthesis of the published research that has investigated writing from sources systematically from a variety of analytic perspectives, in first and second languages, and in diverse...
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#1Stephen Graham (ASU: Arizona State University)H-Index: 51
#2Gert Rijlaarsdam (Umeå University)H-Index: 24
This paper presents a special issue on writing around the globe. Researchers from across the world describe writing practices in their country using a wide variety of methodology. The paper show that while there are many similarities in writing instruction from one country to the next, there are also many differences. As a result, the authors call for a new international study of writing, one that takes more descriptive rather than a comparative approach.
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#2Gert RijlaarsdamH-Index: 24
Last. Elke Van SteendamH-Index: 3
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#1Carola StroblH-Index: 3
Synthesis writing is a cognitively and linguistically demanding task, even more so in a foreign language. Collaboration can help students to learn how to elaborate the content of the source texts, and to integrate it in a new coherent text. But in order to be effective, online collaboration has to be pedagogically supported. In this chapter, a promising approach to support students in this complex task is presented and evidence for its effectiveness is provided. The effect of two instructional s...
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#1Casey Keck (BSU: Boise State University)H-Index: 1
Abstract Recently, a number of scholars (e.g., Leask, 2006 , Liu, 2005 ) have raised concerns about the discourse of plagiarism, arguing that an emphasis on cultural difference has served to reinforce stereotypes of particular L2 groups and perpetuate deficit views of L2 learners. In an effort to address these concerns, the present study revisits Keck's own (2006) comparison of L1 and L2 summarization practices and investigates (1) why both L1 and L2 writers might choose to copy or Paraphrase so...
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Abstract Interest in integrated tasks is increasing in second language writing, accompanied by a concern for appropriate interpretation of performances and scores from these tasks. Integrated writing adds an element not found in traditional independent writing: the use of source text material. This study investigates how source text use appears in performances on an integrated writing task, and how it differs across score levels and task topics. Educational Testing Service (ETS) supplied 480 per...
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This study considers how adolescents compose historical arguments, and it identifies theoretically grounded predictors of the quality of their essays. Using data from a larger study on the effects of a federally funded Teaching American History grant on student learning, we analyzed students’ written responses to document-based questions at the 8th grade (n = 44) and the 11th (n = 47). We report how students use evidence (a hallmark of historical thinking), how students structure their historica...
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#1Marion TillemaH-Index: 1
This thesis is about writing proficiency among students of secondary education. Due to globalization, the ability to express oneself in a language other than the first language (L1) is increasingly becoming a condition for educational success. In The Netherlands, this ‘other’ or second language (L2) is usually English. Although secondary school students are already quite able to express themselves in English, their L2 essays are often of lower quality than L1 essays, in terms of language use, bu...
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#1Diane Pecorari (LNU: Linnaeus University)H-Index: 12
#2Philip Shaw (Stockholm University)H-Index: 16
Intertextuality is a prominent feature of academic writing, and the ability to use sources effectively and appropriately is an essential skill which novice writers must acquire. It is also a complex skill, and student performance is not always successful. It is presumably beneficial for students to receive consistent messages about what source use is and is not appropriate, but some evidence suggests that university teachers and other gatekeepers may fall short of this consistency. This paper re...
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Abstract The current trend in second language writing assessment has been toward the integration of multiple competencies in one task, specifically by incorporating reading and listening sources into integrated writing tasks. However, research has shown that novice writers may have difficulty understanding source text information, paraphrasing and summarizing source information, and incorporating that information into a coherent piece of writing. To shed further light on the relationship between...
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Abstract This study reports on provision to assist students in the health sciences develop knowledge and skill in locating, evaluating, and synthesising sources to use as supporting evidence for the argument essays they are required to produce for first year courses at a university in New Zealand. Students were provided with support in the form of documents, tutorials, online discussion and structured assignment tasks, as well as through embedded instruction offered collaboratively by subject le...
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Abstract This study explored the effects of intertextual processing on integrated writing. A strategy inventory for discourse synthesis, an intertextual inference verification task examining multiple-text comprehension in Chinese (the students’ first language, L1) and English (their second language, L2) and integrated writing tasks in both L1 and L2 were administered to students in four secondary schools in Hong Kong. The results of structural equation modelling analyses showed that discourse sy...
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#1Ralph P. Ferretti (UD: University of Delaware)H-Index: 18
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Despite the early emergence of oral argumentation, written argumentation is slow to develop, insensitive to alternative perspectives, and generally of poor quality. These findings are unsettling because high quality argumentative writing is expected throughout the curriculum and needed in an increasingly competitive workplace that requires advanced communication skills. In this introduction, we provide background about the theoretical perspectives that inform the papers included in this special ...
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