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TEACH Academy Collaborative Writing

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TEACH Academy Collaborative Writing

  1. 1. Collaborative writing
  2. 2. <ul><li>The term collaborative writing refers to projects where written works are created by multiple people together (collaboratively) rather than individually. This allows for the editing and reviewing of a text document by multiple individuals either in real-time or asynchronously. </li></ul><ul><li>Collaborative groups draw upon the strengths of all their members </li></ul><ul><li>Students practice workplace readiness skills by working collaboratively. </li></ul><ul><li>Facilitates built-in peer review </li></ul>
  3. 3. An Adjustment for Students <ul><li>They are not used to collaborative writing </li></ul><ul><li>They are used to writing it and turning it in for a grade </li></ul><ul><ul><li>Only the student & instructor see it </li></ul></ul><ul><ul><li>It’s individual work </li></ul></ul><ul><li>They don’t revise it or even think about it again </li></ul>
  4. 4. Collaborative Writing More team members Increased need for effective communication Multiple perspectives
  5. 5. Effective Teamwork <ul><li>Know your teammates </li></ul><ul><ul><li>What areas of expertise to team members have? </li></ul></ul><ul><ul><li>What does each team member hope to achieve? </li></ul></ul><ul><li>Define roles </li></ul><ul><ul><li>Team leader </li></ul></ul><ul><ul><li>Lead writer </li></ul></ul><ul><ul><li>Proofreader </li></ul></ul>
  6. 6. An Adjustment for Teachers <ul><li>Creating an appropriate group task </li></ul><ul><li>Providing clear expectations </li></ul><ul><li>Providing group skills training </li></ul><ul><li>Monitoring group process </li></ul><ul><li>Conveying assessment criteria clearly </li></ul><ul><li>Fairly assessing student work </li></ul>
  7. 7. Theorists’ Suggestions <ul><li>Don’t begin collaborative writing assignments right away—but do start learning collaboratively from the first day </li></ul><ul><li>Collaborative assignment should be something better accomplished by a group than by an individual </li></ul><ul><li>Allow student-initiated collaboration </li></ul><ul><li>Let the class decide how groups will be constituted </li></ul>
  8. 8. Theorists’ Suggestions <ul><li>Give groups flexibility to decide their methods and timetables, but require that they commit them to writing </li></ul><ul><li>Explain in advance how the project will be graded—ideally, ask for students’ input </li></ul><ul><li>Give student groups “real purposes” and ”real freedom” </li></ul><ul><li>Make it fun—”play” can be an additional source of motivation </li></ul>
  9. 9. Students’ Suggestions <ul><li>The larger they are, the harder they fall—often, the groups that do best are twos and threes </li></ul><ul><li>Projects should connect to how a given discourse works in the “real” world </li></ul><ul><li>Project should require a lot of thought and discussion </li></ul>
  10. 10. Students’ Suggestions <ul><li>Assignments often work best when group members can divide work into distinct chunks—but not too many specific components. </li></ul><ul><li>Don’t make it too large or complex–“Too much work for too many students will totally bring down the quality of the project.” </li></ul><ul><li>Assignments with low stakes work best—a smaller portion of the grade + more fun/play </li></ul><ul><li>Assignments that allow creativity are “a plus” </li></ul>
  11. 11. Pitfalls & Stumbling Blocks <ul><li>How to grade (“It’s not my fault!”) </li></ul><ul><li>Too many cooks (“It doesn’t fit together.”) </li></ul><ul><li>Introverts can get left behind (No one listened.) </li></ul><ul><li>Too few cooks (“I did all the work.”) </li></ul>
  12. 12. Pitfalls & Stumbling Blocks <ul><li>Remembering group decisions (“People forget and go off in their own directions.”) </li></ul><ul><li>Scheduling (“Scheduling!”) </li></ul><ul><li>Groups with dissimilar interests (“We couldn’t even agree on a topic.”) </li></ul><ul><li>Other group problems (“I was working with a complete moron!”) </li></ul>
  13. 13. Collaborative Writing <ul><li>Benefits of team-based writing: </li></ul><ul><ul><li>Multiple perspectives </li></ul></ul><ul><ul><li>Increased social interaction </li></ul></ul><ul><ul><li>Skills for conflict resolution </li></ul></ul>Hey! What about me? What forms of technology aid in the collaborative writing process?
  14. 14. Applications that Facilitate Collaborative Writing <ul><li>Blogs - http://dowell.typepad.com/harriet_tubman/ </li></ul><ul><li>Wikis – Cornwall Hill </li></ul><ul><li>VoiceThreads – Sample </li></ul><ul><li>Photostory </li></ul>
  15. 15. Applications that Facilitate Collaborative Writing <ul><li>PowerPoint – Choose your own Adventure </li></ul><ul><li>Google Docs </li></ul><ul><li>Writeboard – collaborative writing software application </li></ul><ul><li>Zoho Writer – online word processing application </li></ul>

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