Research paper on Writing Beliefs and Techniques for Addressing Controversy in Collaborative Argumentative Synthesis from Multiple Sources

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Title: Writing Beliefs and Techniques for Addressing Controversy in Collaborative Argumentative Synthesis from Multiple Sources

Abstract: In order for students to complete their assignments, it is required for them to construct an argumentative synthesis by compiling information drawn from a variety of sources. In addition, they need to be able to successfully combine the various insights they have gained from reading two works on the same subject that provide differing opinions for their writing to be considered successful. The research findings in this field suggest that the quality of the writing that university students create is affected by the transactional attitudes that students have about the act of writing. Research on cooperative education has also brought to light the importance of utilizing strategies of diplomacy in order to resolve any conflicts that may arise amongst participants. Understanding competing perspectives and lines of reasoning, as well as evaluating the relevance of their application, is required for an epistemic approach to building constructive approaches. This is because it is necessary to do so in order to build constructive approaches. As a result of this, the specific objectives of this study are to determine the relationships between attitudes toward writing and (a) the jointly written synthesis, (b) the strategies employed to resolve conflicts during collaborative writing, and (c) the success of the students’ joint syntheses. These objectives will be accomplished by collecting data from a sample of students in a classroom setting. The research was carried out at a public university in Madrid, and it involved the participation of 52 students majoring in psychology who were all in the fourth year of their academic careers. The findings indicate that students’ perspectives on transactional writing affect the quality of the collaborative syntheses that the students produce as well as the methods of conflict resolution that the students use when collaborating in student dyads. This is the case because the findings demonstrate a connection between the perspectives held by students on transactional writing and the quality of the group syntheses produced by the students. The process that is used to resolve differences is another factor that might impact the level of success that is achieved while collaborating on synthesis projects.

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Paper Quality: SCOPUS / Web of Science Level Research Paper

Subject: ELT – English Language Teaching

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