高中生写作时对多文本来源的处理差异

Abstract Writing from multiple texts is a crucial academic literacy practice at the university level. Therefore, students should learn to attend to, evaluate, and use information about the sources by the time they reach the end of upper secondary school. The present study investigated differences in upper secondary school students’ ( N = 87) sourcing practices when composing a short article based on multiple texts. The data consisted of students’ written articles and log files recording their time spent on the task and revisits to the source texts during the writing task. Based on analyses of