Abstract

This study investigates the challenges and strategies associated with teaching information synthesis to first-year college students. Synthesis, a higher-order cognitive skill described as "knowledge-transforming," is critical for academic success and informed engagement in an information-saturated society. However, many students enter college with underdeveloped foundational reading and writing skills, compounded by declining literacy rates and the prevalence of fragmented digital content consumption. This study builds on prior research in composition, education, and information literacy to address three key questions: (1) How do students understand synthesis? (2) What strategies do students employ when attempting to synthesize information? (3) What instructional implications arise from these insights? The literature review highlights the complexity of synthesis as a hybrid skill requiring mastery of lower-level tasks such as comprehension, summarization, and organization. It also explores innovative pedagogical approaches, including scaffolding, process feedback interventions, and metacognitive strategies, which aim to make synthesis more accessible for novice writers. Drawing on both qualitative and quantitative methods, this study examines how first-year writing instructors can support students in developing synthesis skills through explicit instruction and structured practice. Findings from this research contribute to the growing body of knowledge on synthesis pedagogy by offering practical recommendations for teaching this essential skill in first-year writing courses. By addressing the cognitive demands of synthesis and leveraging evidence-based instructional strategies, this thesis provides actionable insights for educators seeking to prepare students for the complex literacy tasks required in academic and professional contexts.

Degree

College and Department

Humanities; English

Rights

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