Research Paper on A Review of Intervention Studies on Writing Synthesis Texts

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Title: A Review of Intervention Studies on Writing Synthesis Texts

Abstract: This research aims to determine the most successful methods in teaching students how to produce synthesis texts. The research is being carried out in order to achieve this goal. First, we conducted a comprehensive search of the relevant literature. As a result, we found 16 (quasi-)experimental studies about education and training to construct papers based on source material synthesis that satisfied our admission criterion. These studies were included in the review because they met our criteria for what constitutes a source-based synthesis text. Therefore, these papers were chosen for additional consideration and evaluation. The participants in this research ranged from those who had just finished junior high to those who were in college. Second, we devised a fundamental principle for instructional design, which consisted of three primary processes: (a) selecting information from sources that is pertinent and significant, (b) arranging that information, and (c) selecting that information. This principle was based on the fact that. This fundamental concept was established after we had previously produced a fundamental principle for instructional design comprised of three major processes. In other words, the development of this fundamental principle followed the development of our previous fundamental principle. Bottom-up analyses were undertaken on six of the most successful trials. The work resulted from a collection of instructional activities to aid students in writing synthesis texts of better quality. Bottom-up analyses were performed on six of the most successful trials. Due to the efficacy of these therapies, we included pertinent learning activities in our overall design philosophy. This was done so that we could better serve our clients. One successful intervention stood out significantly from the others owing to its one-of-a-kind nature; yet, its purpose was deemed necessary to merit the creation of a new D sign idea. The guiding principles of the study’s design can serve either as a set of recommendations for future interventions in synthesis writing or as a source of aid for teachers who wish to develop instructional resources for synthesis writing teaching. Both of these applications are viable as a result of the findings of the study. It is now possible to explore any of these two applications directly from the discoveries uncovered throughout the investigation.

Keywords: synthesis writing, learning activities, design principles, review study”

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Subject: ELT – English Language Teaching

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