Bolstering Student Writing Through a Reading-to-Critique and Reading-to-Synthesize Approach

Abstract

The authors elucidate two key components of the reading-to-write process—critique and outlining. The researchers, who are also classroom teachers, qualitatively examined the perspectives of undergraduate and graduate students on these instructional approaches in two IEPs. Findings from the study reiterate the key role of explicit and scaffolded instruction during literature review and synthesis paper writing.