Structure and content in eighth‐graders' summary essays

Bibliographic Data

ID11274197
AuthorsJoanne M Golden (University of Delaware, corresponding author), Joanne Golden, Beth Haslett (University of Delaware), Helen Gauntt (University of Delaware)
Year1988
Volume11
Issue2
Pages139-162
Publication date1988-04-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDiscourse Processes (JOURNAL)
Journal identifiersISSN: 0163-853X • E-ISSN: 1532-6950
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01638538809544696
OpenAlexW2012293270
LanguageEN
Citations received5
References cited24

The present study investigates eighth‐graders' summarizations of a scientific article used in their science class. Qualitative differences among students' summaries were found. Generally, the better summaries included significantly more information (in terms of details and key ideas); identified the dominant predicate more completely, and used more different rhetorical structures than did the poorer summaries. The most well‐written essays reflected the text organization of the input essay (i.e., the author's original text). Students appear to be sensitive to the text organization and semantic content of the input essay, and draw upon these structures to construct their summaries. This study also developed and tested a coding scheme which reflected both structure and content of the summaries

Class (philosophy · Coding (social sciences · Construct (python library · Content (measure theory · Content analysis · Information retrieval · Key (lock · Linguistics · Mathematics education · Natural language processing · Predicate (mathematical logic · Rhetorical question · Social science · Sociology · Computer Science · Educational Strategies and Epistemologies · Mathematics · Psychology · Reading and Literacy Development · Visual and Cognitive Learning Processes · Artificial Intelligence

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