Background: In articles reporting randomized controlled trials, professional medical writing support is associated with increased adherence to Consolidated Standards of Reporting Trials (CONSORT). We set out to determine whether professional medical writing support was also associated with improved adherence to CONSORT for Abstracts. Methods: Using data from a previously published cross-section...

this study investigated if different response formats (test methods) measure reading comprehension of expository text differently. the study was conducted with 48 semester 6 tesl students at a university in selangor, malaysia. these students received an expository passage having descriptive rhetorical structure followed by three response formats, namely, incomplete outline, graphic organizer, a...

In two studies we investigated whether concept mapping or summary writing better support students while learning from authentic problems in the field of business. We interpret concept mapping and summary writing as elaboration tools aiming at helping students to understand new information, and to integrate it with prior knowledge. We hypothesize concept mapping to be superior to summary writing...

The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach. 1 ABSTRACT This study was designed to investigate the impact of using a Structured Reading Framework within the Science Writing Heuristic approach on a summary writing task, and how this framework is related to the development of students' concept...

Despite the increased use of integrated tasks in high-stakes academic writing assessment, research on rating criteria which reflect unique construct summary skills is comparatively rare. Using a mixed-method approach expert judgement, text analysis, and statistical this study examines features that discriminate summaries produced by 150 candidates at five levels proficiency reading-writing (R-W...

The study aimed at investigating whether the retention of vocabulary acquired incidentally is dependent upon the amount of task-induced involvement. Immediate and delayed retention of twenty unfamiliar words was examined in three learning tasks( listening comprehension + group discussion, listening comprehension + dictionary checking + summary writing in L1, and listening comprehension + dictio...