Given our focus on single-author drafts with rapid developmental editing feedback from multiple student peers and our community partner, we quickly agreed on Google Documents as our platform. This was not a collaborative writing project, as each student was responsible for his/her own essay, but each writer needed to receive comments during a short timeframe from several readers, who would benefit from seeing each others’ feedback on broad concepts and granular details. Furthermore, Google Docs can handle academic requirements (such as footnotes), and students can easily import and export their writing back and forth to other word processors (such as Microsoft Word), allowing them to use the writing and revising tools that they prefer. In other words, I do not require students to compose their drafts in Google Docs, but work for the peer review stage must be submitted on this platform.
But as my goals for broadening the peer review process expanded in 2012, I adopted Google Docs as a preferred platform because it supported real-time simultaneous commenting with multiple readers, inside and outside of our classroom. For my mid-level undergraduate seminar, our writing assignment was to create public history entries on housing, education, and civil rights topics for an open-access statewide history website, . Clarissa Ceglio, one of the site’s editors, and I collaborated to craft a that would sharpen my students’ skills in communicating about controversial episodes from the past with broad present-day audiences, on specific topics in which they were quickly developing some expertise. Our community learning partnership brought mutual benefits for all parties. Ceglio, an experienced writing instructor and editor, visited my seminar to explain the publication’s writing guidelines, and subsequently served as a peer reviewer and co-evaluator, which are duties that I gladly shared. My students wrote essays about our northern state’s hidden history on racial discrimination and reform struggles, which the publication was eager to receive. Each student selected a recommended topic and was required to submit two drafts for the class assignment, with the option to revise and resubmit a third draft to the publication, which did not guarantee to publish unless it met their high standards, often through subsequent revisions.
While I sat and watched the text move on this image, I was reminded of a terrible mistake I made collaborating with a co-author over the summer. I suggested that we use the campus cloud service to work on successive versions of the paper. She must have uploaded or used the wrong version of the paper at least half a dozen times. In the end, I should have suggested we collaborate on Google Docs. I had not, however, because of experience with one of her older, similiarly tech-challenged colleagues. I thought she couldn’t be made to learn Google Docs and write the essay that the same time. But in retrospect, she couldn’t learn the protocol required for saving different versions of the paper to the cloud. And I couldn’t be trained to go one step backwards and track different versions of the paper on email.
The beauty of collaborative learning is that it might be practiced in a number of ways. Collaborative exercises can be whole-class events; they might also be done in small groups. Some collaborative exercises work best with pairs—in particular, those exercises that require close attention (such as sharing whole essays). Other collaborative exercises work best when student writers receive multiple points of view (for example, when the aim of the exercise is to narrow a topic, sharpen a thesis, and so on).
Collaboration vs Individual Writing - Essays - Jcalhoun
If you’re a currently a college faculty member, it’s likely that you came into the profession, or adjusted more than a decade ago, to using conventional word processing tools. Today on many campuses the most common writing implement is Microsoft Word, which prevailed over competitors such as WordStar, WordPerfect, and MacWrite during the 1980s and 1990s. Word can be a wonderful tool, which I still rely upon when drafting much of my single-author scholarship. But around 2010 I began to realize how most of my student writing assignments were framed by what Word could do, and therefore limited by its constraints. Asking students to collaboratively author an essay, or simultaneously peer review each others’ work, or publish directly to the web raised many challenges because our primary word processing tool was not designed to teach this way.
Mark up the essay by using comments, pasting in a rubric, ..
Other researchers have used techniques similar to those used in Glosser for Automatic Essay Assessment for building writing support tools. Criterion (by ETS Technologies), MyAccess (by Vantage Learning), and WriteToLearn by Pearson Knowledge Technologies are all commercial products increasingly used in classrooms [ ]. These programs provide an editing tool with grammar, spelling, and low-level mechanical feedback. They also provide resources such as thesaurus and graphic features, many of which would be available in tools such as MS Word. To our knowledge, these tools do not have collaborative writing or process oriented support.
doesn't necessarily affect the "quality of an article" Sent out a questionnaire to see why people partkae and don't partake in co-authorship "About one-third of the responses indicated that co-authorship is encouraged by the institutional reward structure..." However, this study was only based on business and economics. After researching all of these articles, I wish to see these combined in a sense and it be figured out if collaborative writing is overall effective, or if it's only effective in the setting it's conducted in. Whether it be school or work, I want to see someone bring together people that are experienced in this form of writing with people that are not, I want to bring children from different age levels(elementary, middle and high school students) together with college students and working individuals that could potentially use this. I wish to implement this as strongly as I can in my own small research project with the available resources that I have in the small amount of time I'm given to find my own results. Control and Cohesion: Collaborative Learning and Writing Romana P. Hillebrand Had students write analytical essays on advertisements
Writing Collaborative Essays in Google Docs
It is usually designed to generate a range of ideas within a short period of time. It is useful in collaborative learning as it allows roundtable formula of sharing ideas. According to Engleberg and Wynn (2003), it begins with the faculty asking questions, then the students write down the answers and say them loud.
B. Case studies
Case studies are educational stories used to teach students. They give personal history of an institution, a business or a person that is faced with a specific problem that needs to be solved. The teacher’s main goal is to help students analyse and work through facts while considering possible solutions and consequences of the actions to be undertaken.
C. Dyadic essays
Dyadic essays were developed by L. W. Sherman and involve a dyadic essay confrontation (DEC) technique as the students have to formulate essay questions based on information from a previously covered course (Leidner & Fuller, 2006, p. 156). Students write essay questions followed by a follow up, which is characterised by students exchanging the questions after answering them, then reading, discussing, and comparing the answers.