Resumen

DISLA ROSARIO, Ramira Altagracia; CAPELLAN URENA, David Arístides; HACHE DE YUNEN, Ana Margarita  y  ACOSTA CABA, Luisa María. Written comprehension in first and fourth year philosophy students. Writing strategies used to summarize and level of difficulty of expository texts. Perfiles educativos [online]. 2019, vol.41, n.166, pp.8-20.  Epub 17-Abr-2020. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2019.166.59031.

This study compares writing strategies used by first and fourth year philosophy students to summarize expository texts using different modes of organization, and identifies those modes which prove hardest to comprehend. We analyze 130 summaries written by 26 first and fourth year philosophy students at a private university in the Dominican Republic, based on reading of five expository texts with different modes of organization, following an outline with two categories: use of macrorules and approach to writing the summary. The results indicate that first-year students mostly used paraphrasing as a strategy to summarize, whereas fourth-year students used literality. Also, they show that the sequential and descriptive modes were harder to comprehend, while the easiest were causality and problem-solution.

Palabras llave : Expository text; Modes of organization; Reading comprehension; Summary; Macrorules; Writing strategies.

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