Abstract
This study investigated the effects of the rhetorical organization of texts as well as two other learner variables-perceived first-language literacy skills and Spanish academic achievement-on the quality of the summaries written by beginner Spanish learners. Thirty-one participants summarized two expository texts about the Hispanic family, one with a comparison/contrast structure and the other with a descriptive organization; they also provided some data about their summary experiences and a self-rating of their reading and writing ability in their first language (L1) in a questionnaire. Findings suggest that summary quality was not affected by the rhetorical organization of the texts or by the learners' perceived L1 literacy skills. Academic second-language achievement, however, seemed weakly related to how well they wrote their summaries.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
