In the past three decades, research in the field of text writing and reading comprehension has been concerned to elucidate the cognitive processes and social and cultural conditions that characterize the hybrid tasks that require understanding and synthesizing multiple sources to write academic texts. This article aims to present a review of the major research findings To do this, first we addressed the different representations of hybrid tasks made both by the students and their teachers. Secondly, we deal with the search processes comprehension and synthesis of information associated with such activities, emphasizing those aspects identified by the research as the most problematic for students. We conclude by pointing out some of the educational implications that derive from the previous review.
comprehension of various texts; discourse synthesis; academic writing; higher education