This study aims to explore effective ways in which students can learn to write synthesis texts. First, through a systematic literature search we found 16 (quasi-)experimental studies from 6th grade to undergraduate level in the field of learning to write source-based synthesis texts, that met our inclusion criteria. Second, we formulated a general instructional design principle, that included three main processes: (a) selecting relevant/important information from sources, (b) organizing, and (c) connecting that information. Bottom-up analyses of the six most effective studies yielded a set of learning activities that contribute to the improvement of students’ performance on writing synthesis texts. Subsequently, we supplemented our general design principle with relevant learning activities obtained from these effective interventions. One effective intervention differed considerably from the others due to its divergent nature, but its content was considered valuable enough to warrant the inclusion of an additional design principle. The design principles formulated in this study can be used as guidelines for future interventions in synthesis writing or as a means of support for teachers who want to develop educational materials for teaching synthesis writing.

中文翻译：

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中学阶段学习写作综合课文：干预研究综述

本研究旨在探索有效的方法，使学生可以学习编写综合文本。首先，通过系统的文献搜索，我们发现了从六年级到大学以下水平的16个（准）实验研究领域，这些领域的研究写出了符合我们纳入标准的基于源的合成文本。其次，我们制定了通用的教学设计原则，其中包括三个主要过程：（a）从源中选择相关/重要的信息，（b）进行组织，以及（c）连接该信息。对六个最有效研究的自下而上的分析产生了一系列学习活动，这些活动有助于提高学生在撰写综合课文方面的表现。随后，我们从这些有效的干预措施中获得了相关的学习活动，从而补充了通用设计原则。一种有效的干预措施由于其不同的性质而与其他干预措施存在很大差异，但其内容被认为具有足够的价值，可以保证包含其他设计原则。本研究中制定的设计原则可以用作将来对合成写作进行干预的指南，也可以作为希望为合成写作教学开发教材的教师的支持手段。