Teaching to write collaborative argumentative syntheses in higher education
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To identify a larger number of arguments from the source texts, explicit instruction that focuses solely on helping students to write argumentative syntheses has proved to be as effective as help directed at collaboration.
“However, to identify a larger number of arguments from the source texts, explicit instruction that focuses solely on helping students to write argumentative syntheses has proved to be as effective as help directed at collaboration.”
From Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice (2023) · cites this paper as Granado-Peinado et al., 2019
When explicit instruction was designed to improve both the writing process and collaboration, students achieved higher levels of integration.
“When explicit instruction was designed to improve both the writing process and collaboration, students achieved higher levels of integration.”
From Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice (2023) · cites this paper as Granado-Peinado et al., 2019
Collaboration can contribute to improving the quality of synthesis writing as long as there is an instruction that models and unravels the processes that underlie it.
“This work showed that collaboration can contribute to improving the quality of synthesis writing as long as there is an instruction that models and unravels the processes that underlie it.”
From Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice (2023) · cites this paper as Granado-Peinado et al., 2019
In Granado-Peinado et al. (2019), the most effective way to teach how to write collaborative argumentative syntheses from multiple and contradictory sources required explicit instruction.
“The results showed that the most effective way to teach how to write collaborative argumentative syntheses from multiple and contradictory sources required explicit instruction.”
From Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice (2023) · cites this paper as Granado-Peinado et al., 2019
Explicit instruction focused solely on writing argumentative syntheses was as effective in producing a high level of arguments as help directed at collaboration.
“However, explicit instruction that focused solely on helping students to write argumentative syntheses turned out to be as effective in producing a high level of arguments as the help directed at collaboration.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Granado-Peinado et al., 2019
The explicit instruction component resulted in a more integrative synthesis and a higher proportion of identified arguments in final texts.
“The results indicated that the explicit instruction component resulted in a more integrative synthesis and in a higher proportion of identified arguments in their final texts.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Granado-Peinado et al., 2019
When students received explicit instruction about both writing synthesis and collaboration, they produced syntheses with a higher level of integration.
“When students received explicit instruction not only regarding writing synthesis, but also about how to collaborate, they elaborated syntheses with a higher level of integration.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Granado-Peinado et al., 2019
Previous programs aimed at improving argumentative synthesis writing have traditionally included a collaborative practice component.
“Programs developed to date that are aimed improving argumentative synthesis writing (González-Lamas et al., 2016;Granado-Peinado et al., 2019;Mateos et al., 2018Mateos et al., , 2020) ) have traditionally included a collaborative practice component, whereby students work in pairs to develop argumentative synthesis writing tasks.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Granado-Peinado et al., 2019
Previous research found students with explicit instruction identified a higher proportion of arguments in final texts than those who only received procedural guideline.
“This result is not aligned with the findings of previous research, in which students from intervention programs with an explicit instruction component identified a higher proportion of arguments in their final texts, compared with those who only received the procedural guideline (Granado-Peinado et al., 2019;Mateos et al., 2018).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Granado-Peinado et al., 2019
The result that only explicit-instruction students transferred integration learning aligns with Granado-Peinado et al. (2019), who showed students transferred skills to individual writing tasks after an intervention encouraging collaborative work.
“This result is aligned with the findings of the study by Granado-Peinado 1 3 et al. (2019), in which the authors showed how students successfully transferred the skills developed to their own individual writing tasks after the intervention encouraging collaborative work.”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Granado-Peinado et al. (2019)
Prior programs found explicit instruction combined with procedural guideline and collaborative practice to be the most effective instructional condition.
“To date, all the programs aimed at improving argumentative synthesis writing had found explicit instruction, in combination with procedural guideline and collaborative practice, to be the most effective instructional condition (Granado-Peinado et al., 2019;Mateos et al., 2018).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Granado-Peinado et al., 2019
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- Authors
- Granado-Peinado, M., Mateos, M., Martín, E., & Cuevas, I.
- Affiliations
- Universidad Francisco de Vitoria (ES)
- Universidad Autónoma de Madrid (ES)
- Corresponding author
- Granado-Peinado, Miriam
- Venue
- Reading and Writing
- Published
- 2019-02-02
- Volume
- 32
- Issue
- 8
- Pages
- 2037-2058
- ISSN
- 0922-4777 (ISSN-L)
- 1573-0905
- OpenAlex
- W2914838517
- Cited by
- 46
- References
- 52
- Citations by year
- 2026: 6 · 2025: 5 · 2024: 12 · 2023: 7 · 2022: 10 · 2021: 4 · 2019: 1 · 2013: 1
- FWCI
- 6.82
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- public-domain
- www.springer.com/tdm (tdm)
- Locations
- Reading and Writing (publishedVersion)
- Biblos-e Archivo (Universidad Autónoma de Madrid) (submittedVersion, public-domain)
- Deposito Digital UFV (Francisco de Vitoria University) (submittedVersion, cc-by-nc-nd)
- Hispana (submittedVersion)
- Funders
- Ministerio de Economía, Industria y Competitividad, Gobierno de España (BES-2014-068830)
- European Social Fund
- Ministerio de Ciencia e Innovación (EDU2013-46606-C2-1-R)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Education › Writing and Handwriting Education
- Keywords
- collaborative writing, academic writing instruction, video modeling, explicit instruction, peer collaboration, writing competencies, skill transfer, university students, psychology students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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