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

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

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
JournalEuropean Journal of Psychology of Education
DOIs
StateAccepted/In press - 2024

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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