Rachel Segev Miller E123 (2) comparing and contrasting the sources by means of a table; (3) drafting and revising a synthesis text based on the table. Two other instruments were (1) two semi-structured group interviews, before and after their performance of the task, relating, respectively, to their task representation, and to their self-efficacy and motivation to engage in similar tasks in the future; (2) the interim products (the table and draft), and the final written product, evaluated with a model developed and validated by the researcher elsewhere. The preliminary findings from the analysis of the think-aloud protocols indicate a consistent pattern of collaboration between the participants and their successful use of metacognitive strategies, such as planning, and cognitive strategies relevant to the task, such as selecting, organizing, and connecting. Keywords: Synthesis strategies, collaborative writing, online sources, think-aloud. References Cohen, A. D. (2014). Strategies in Learning and Using a Second Language (2nd ed.). New York: Routledge. MacArthur, C. A., Traga Philippakos, Z. A., May, H., Potter, A., Van Horne, S., & Compello, J. (2023). The Challenges of Writing from Sources in College Developmental Courses: Self-regulated Strategy Instruction. Journal of Educational Psychology, 115 (5), 715-731. NEA (2012). Preparing 21st-century Students for a Global Society: An Educator’s Guide to the "Four Cs". http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf Nelson, N., & King, J. R. (2023). Discourse Synthesis: Textual Transformations in Writing from Sources. Reading and Writing, 36, 769-808. Yoo, J. (2025). Reading-Writing Connections: A Systematic Review of Second Language Synthesis Writing. L2 Journal, 17 (1), 1-55.
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