كليدواژه :
summary writing , Microgenetic development , major verbatim copying , minor verbatim copying
چكيده لاتين :
Summary writing is associated with lots of cognitive and metacognitive
complexities that necessitates instruction (Hirvela & Du, 2013).
Contrary to majority of studies carried out on summarization
instruction, the present study addressed the underlying processes or
microgenetic developments of the Iranian EFL learners’ summary
writing. To this end, 41 male and female undergraduate students
received instruction on summary writing for eight weeks. They were
required to write five summaries during the first, second, fourth, sixth,
and eighth sessions. The participants’ summaries were analyzed
holistically by the TOEFL-iBT scoring guidelines and in terms of the
number of instances of deletion, sentence combination, topic sentence
selection, syntactic transformation, paraphrasing, generalization,
invention, minor verbatim copying, and major verbatim copying. The
findings revealed that some summarization strategies like invention,
syntactic transformation, and generalization are more problematic
and develop at later stages. The participants gave up major verbatim
copying as they obtained a full appreciation of the conventions of
authorship. However, many of them still used minor verbatim copying
and patchwriting in their summary writing. The results imply that the
students’ lack of awareness of the consequences of plagiarism as well
as their insufficient general English and summary writing knowledge
culminates in plagiarism.
