RHETORICAL STRUCTURE AND GRAPHIC ORGANIZERS: EFFECTS ON LEARNING FROM A HISTORY TEXT

dc.creator	Manuel Lucero
dc.creator	Manuel Montanero
dc.date	2012-07-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:09Z
dc.date.available	2015-08-12T11:21:09Z
dc.identifier	1694-609X
dc.identifier	https://doaj.org/article/90c7e546f6f045b4891d1ad9a236e29a
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28742
dc.description	This paper describes the effects of different methods to enhance students’ understanding and learning from a text. We compared the efficiency of a text revision procedure (“from the text”) and inferential activity engagement (“toward the text”) in the comprehension and recall of a History text. A total of 338 undergraduate students (aged 19-20) participated in the study. We wrote five versions of the same expository text, showing different rhetorical structures: Causation, antecedent-consequent; Causation, consequent-antecedent; Collection; Problem-solution; and Comparison. The first version, clarifying the causal structure and the temporal order of the events, had a significant effect in the delayed recall of the subjects. The task of filling an incomplete causal diagram also showed significant differences. This inferential activity, which involves the reader in the causal representation of the events, could be more useful than providing a previously elaborated graphic representation. Implications for educational practice and relevant related issues are discussed.
dc.language	English
dc.publisher	International Journal of Instruction
dc.relation	http://www.e-iji.net/dosyalar/iji_2012_2_2.pdf
dc.relation	https://doaj.org/toc/1694-609X
dc.source	International Journal of Instruction, Vol 5, Iss 2, Pp 21-40 (2012)
dc.subject	textbooks
dc.subject	learning from text
dc.subject	rhetorical structure
dc.subject	text revision
dc.subject	instruction of History
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	RHETORICAL STRUCTURE AND GRAPHIC ORGANIZERS: EFFECTS ON LEARNING FROM A HISTORY TEXT
dc.type	article