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Comparison of Two Summary/Text-Integration Writing Tasks Requiring Different Inferential Processes

Though experienced English academic writers are capable of writing with multiple sources, novice EFL/ESL writers have a difficult time with it.

The present study investigates whether Japanese intermediate EFL writers would be able to summarize and integrate source texts without being heavily dependent on them if they are encouraged to use inferential thought processes. Students engaged in two summary writing tasks, each task requiring integration of two media sources on the same topic. One task involved more inferential process than the other. The results show that task requiring greater degree of inference helped writers generate information which are more independent of the source texts.

RELC Journal, Vol. 33, No. 2, 142-156 (2002)
DOI: 10.1177/003368820203300207


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