34.1685, TOC: Reading and Writing 36 / 4 (2023)

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LINGUIST List: Vol-34-1685. Mon May 29 2023. ISSN: 1069 - 4875.

Subject: 34.1685, TOC: Reading and Writing 36 / 4 (2023)

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Date: 28-Mar-2023
From: Cameron de Kreij [cameron.dekreij at springernature.com]
Subject: Reading and Writing Vol. 36, No. 4 (2023)


Publisher: Springer Nature
                        http://www.springer.com

Journal Title: Reading and Writing
Volume Number: 36
Issue Number: 4
Issue Date: 2023-03-28 00:00:00

Subtitle: Synthesis Tasks: Where Reading and Writing Meet

Main Text:

DOI:    https://doi.org/10.1007/s11145-022-10394-z
Title: Introduction to the special issue on synthesis tasks: where
reading and writing meet
Author(s): Vandermeulen, N., Van Steendam, E., Rijlaarsdam, g.
pages: 747-768

DOI:    https://doi.org10.1007/s11145-021-10243-5
Title: Discourse synthesis: Textual transformations in writing from
sources
Author(s): Nelson, N., King, J.R.
pages: 769-808

DOI:    https://doi.org/10.1007/s11145-021-10208-8
Title: Mapping multiple documents: From constructing multiple document
models to argumentative writing
Author(s): Barzilai, S., Tal-Savir, D., Abed, F., Mor-Hagani, S.,
Zohar, A.R.
pages: 809-947

DOI:    https://doi.org/10.1007/s11145-022-10341-y
Title: Writing a synthesis versus reading: strategies involved and
impact on comprehension (OA)
Author(s): Castells, N., Minguela, M., Nadal, E.
pages: 849-880

DOI:    https://doi.org/10.1007/s11145-022-10309-y
Title: The effect of communicative purpose and reading medium on
pauses during different phases of the textualization process (OA)
Author(s): Valenzuela, Á., Castillo, R.D.
pages: 881-908

DOI:    https://doi.org/10.1007/s11145-022-10318-x
Title: Collaborative writing of argumentative syntheses by
low-performing undergraduate writers: explicit instruction and
practice
Author(s): Granado-Peinado, M., Cuevas, I., Olmos, R., Martín, E.,
Casado-Ledesma, L., Mateos, M.
pages: 909-936

DOI:    https://doi.org/10.1007/s11145-021-10248-0
Title: Online interventions to help college students to improve the
degree of integration of their argumentative synthesis (OA)
Author(s): Luna, M., Villalón, R., Martínez-Álvarez, I., Mateos, M.
pages: 937-963

DOI:    https://doi.org/10.1007/s11145-021-10191-0
Title: Learning science through argumentative synthesis writing and
deliberative dialogues: a comprehensive and effective methodology in
secondary education (OA)
Author(s): Casado-Ledesma, L., Cuevas, I., Martín, E.
pages: 965-996

DOI:    https://doi.org/10.1007/s11145-021-10226-6
Title: Choosing how to plan informative synthesis texts: Effects of
strategy-based interventions on overall text quality
Author(s): Van Ockenburg, L., Van Weijen, D., Rijlaarsdam, G.
pages: 997-1023

DOI:    https://doi.org/10.1007/s11145-022-10373-4
Title: Literacy in vocational education and training: scenario-based
reading and writing education (OA)
Author(s): Konstantinidou, L., Madlener-Charpentier, K., Opacic, A.,
Gautschi, C., Hoefele, J.
pages: 1025-1052

DOI:    https://doi.org/10.1007/s11145-021-10221-x
Title: Source inclusion in synthesis writing: an NLP approach to
understanding argumentation, sourcing, and essay quality
Author(s): Crossley, S., Wan, Q., Allen, L., McNamara, D.
pages: 1053-1083

Linguistic Field(s): Discourse Analysis
                     Language Documentation
                     Text/Corpus Linguistics
                     Writing Systems




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