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![Student Sample: Evaluation of a Work of Art
brilliant colors thoughtfully chosen to consciously represent each
ecological environment. There is a whimsical nature about Eco-Earth
that appeals to children; this is evident in the mythological creatures
such as a mermaid that lies in the aqua tiled oceans. Planet Earth has
been portrayed using many different mediums of art, however what is
awe inspiring about Eco-Earth is the level of skill required to mortar
86,000 tiles onto a curved surface and unfold a unique depiction of our
planet. Eco-Earth . . . [makes] one contemplate why . . . it is vitally
important that we care for our Earth through educating ourselves on
the balance of people with our ecological environments.](https://image.slidesharecdn.com/collaborativecompositionhistories-121027080815-phpapp02/85/Collaborative-Composition-Histories-14-320.jpg)
Collaborative Composition Histories
- 1. Collaborative Composition Histories: Some Practical Classroom Activities Monique Babin, English Clackamas Community College Oregon City, Oregon CCHA Regional Conference – Portland Oregon, Oct. 2012
- 2. Agenda How do we define collaboration? What is the history of collaborative composition theory? What are some benefits to collaboration? How do we help students achieve successful collaboration? What can we conclude?
- 3. Collaborative learning includes. . . Peer tutoring Peer response Small group and class discussion Co-authored texts Group papers (Viggiano)
- 4. Theoretical Basis forCollaboration Mikhail Bakhtin (1895-1975) Roland Barthes (1915 – 1980) Michel Foucault (1926 – 1984) Kenneth Bruffee Patricia Bizzell David Bartholomae
- 5. Mikhail Bakhtin Language and communication are . . . Dialogic A product of social interaction and recreation Made up of utterances that belong to speech genres Contextual and intertextual (Brandist)
- 6. Roland Barthes The author is no longer the sole origin of a text‟s meaning. To view the author as central to the meaning of the text is an act of suppression of difference. With no final meaning signified, we have only the text. (Allen) “The text is a fabric of quotations resulting from a thousand sources of culture.”
- 7. Michel Foucault The author is outside the text and precedes it. We classify works as characteristic of an author (e.g. a poem is Baudelairian). The author becomes the expression of the discourse rather than the text being the expression of the author.
- 8. Kenneth Bruffee “Thought is internalized conversation.” Therefore, though is not “an essential attribute of the human mind,” but rather “an artifact created by social interaction.” “If thought is internalized public and social talk, then writing of all kinds is internalized social talk made public and social again.”
- 9. Patricia Bizzell &David Bartholomae Students have to “appropriate . . . a specialized discourse . . . mimicking its language.” (Bartholomae) We need to help students determine the conventions and demystify them. The writer “is in a constant tangle with the language, obliged to recognize its public communal nature and yet driven to invent out of this language his own statements.” (Bartholomae)
- 10. Benefits of CollaborativeWriting Forces writers to articulate thought processes. Provides peer models for students who may be struggling. Allows for more complex projects. Builds relationships and community. Generates higher order and more complex thought. Mirrors real-world practices. (Viggiano)
- 11. Provide Scaffolding I – Inquiry M – Modeling S – Shared Writing C – Collaborative Writing I – Independent Writing (Read)
- 12. Inquiry Present a sample Read aloud Ask student to identify predominant features and conventions Provide specific writing instruction appropriate to the task (Read)
- 13. Student Sample: Evaluation of a Work of Art The ball could have been tiled illustrating a mosaic design of Oregon only, however city officials thought it important to show the rich diversity of the world through a mosaic design of ecological awareness. The layers of saturated color add depth and dimension to Eco-Earth. Each two inch by two inch tile was cut by volunteers to fit the design of the 60 panels that comprise the ball. Oceans are a blend of aqua blue in the deepest areas of the oceans, marine blue tiles flow along the forms of the continents. The panels encircling the spherical sculpture replicate the latitude and longitude lines of a globe. Many of the icons depicting each individual ecological system are layered with
- 14. Student Sample: Evaluation of a Work of Art brilliant colors thoughtfully chosen to consciously represent each ecological environment. There is a whimsical nature about Eco-Earth that appeals to children; this is evident in the mythological creatures such as a mermaid that lies in the aqua tiled oceans. Planet Earth has been portrayed using many different mediums of art, however what is awe inspiring about Eco-Earth is the level of skill required to mortar 86,000 tiles onto a curved surface and unfold a unique depiction of our planet. Eco-Earth . . . [makes] one contemplate why . . . it is vitally important that we care for our Earth through educating ourselves on the balance of people with our ecological environments.
- 15. Model Model the processat all stages (Read) Prewriting Revising Writing
- 16. Shared Writing Instructor involvesstudents in making decisions about Topic Sentence structure Organization (Read)
- 17. Collaborative Writing Student writing group assumes complete responsibility Students produce a single text or parallel texts, but process is collaborative Process is particularly valuable to English language learners (Read)
- 18. Independent Writing Alternate Scaffolding Independent independent & removed writing collaborative process (Read)
- 19. Elbow’s Collaborative Collage 1. Arrange students in small groups and have them write individually on a given topic. 2. Have students choose sections that they like best and share them with the group. 3. Instruct students to create a collage from their favorite pieces (sequence, additions, omissions, transitions, etc. must all be determined). Any new pieces are written individually, but revisions are made as a group. Students might also write a reflection that discusses the group experience, along with the benefits and drawbacks of working in a group. (Viggiano)
- 20. Additional Collaborative Activities Post passages from class readings to a wiki and have students provide annotations. Assign student groups to lead weekly class sessions. Have students create or contribute to a wiki-style encyclopedia or glossary. Ask students to co-author a short story. Remove an excerpt from a short story and have students write the missing piece. (Phillipson)
- 21. Additional Collaborative Activities Have a small group of students (3 or 4) work together to outline an argument. Think-Pair-Share. Pass the prompt freewrite. Others?
- 22. Student Team AssignmentResources http://studentteams.x10.mx/
- 23. Online Collaborative Fun! Folding Story: http://foldingstory.com/ Ficly: http://ficly.com/ Story Mash: http://storymash.com/ Novlet: http://www.novlet.com/
- 24. Conclusions The theoretical basis for collaborative writing demonstrates the social nature of language, thought, and communication, and the need to introduce students to collaborative learning and writing. Instructors must model these processes in the classroom and create clearly defined collaborative activities.
- 25. References Allen, Graham. “RolandBarthes.” New York: Routledge, 2003. Print. Bartholomae, David. “Inventing the University.” When a Writer Can’t Write: Studies in Writer’s Block and Other Composing Problems. Ed. Mike Rose. New York: Guilford, 1985. 273 – 85. Print. Brandist, Craig. “The Bakhtin Circle.” Internet Encyclopedia of Philosophy. N.p. 15 Jul. 2005. Web. 20 Nov. 2011. Bruffee, Kenneth. “Collaborative Learning and the „Conversation of Mankind.‟” College English. 46.7 (1984): 635 – 52. Print. Foucault, Michel. “What is an Author?” Twentieth Century Literary Theory. Ed. Vassilis Lambropoulous and David Neal Miller. New York: Albany State UP, 1987. 124 – 42. Print. Phillipson, Mark. “Engaging in Collaborative Writing.” Enhanced: New Media Tools and Resources for Enhancing Education. 12 Nov. 2007. Web. 20 Nov. 2011.
- 26. References Read, Sylvia. “AModel for Scaffolding Writing Instruction: IMSCI.” Reading Teacher 64.1 (2010): 47-52. ERIC. Web. 14 Mar. 2011. Viggiano, Emily. “Teaching Tip Sheet: Collaborative Writing.” George Mason University. N.d. Web. 20 Nov. 2011.
Editor's Notes
- #3 Why collaborate? Is it important for our students to learn collaborative skills? Will they be expected to work collaboratively beyond college?Issues in collaboration: What are some problems and obstacles to successful collaboration?Nature of collaboration: What about the ideas of authorship and the text are inherently collaborative? Why is it important to help students understand the collaborative nature of authorship and the text?How to achieve successful collaboration: once we have established the value of collaboration and have identified some of the obstacles, we will talk about how help students collaborate more effectively. If we are going to ask them to work in teams or to write collaboratively, we owe it to them to provide them with the tools that they need to have a successful collaborative experience. Students are no more prepared to collaborate than they are to accomplish any other specialized task that we are here to teach them. If we expect them to collaborate and to do it well, we must teach them.
- #4 Why collaborate? Is it important for our students to learn collaborative skills? Will they be expected to work collaboratively beyond college?Issues in collaboration: What are some problems and obstacles to successful collaboration?Nature of collaboration: What about the ideas of authorship and the text are inherently collaborative? Why is it important to help students understand the collaborative nature of authorship and the text?How to achieve successful collaboration: once we have established the value of collaboration and have identified some of the obstacles, we will talk about how help students collaborate more effectively. If we are going to ask them to work in teams or to write collaboratively, we owe it to them to provide them with the tools that they need to have a successful collaborative experience. Students are no more prepared to collaborate than they are to accomplish any other specialized task that we are here to teach them. If we expect them to collaborate and to do it well, we must teach them.
- #5 Why collaborate? Is it important for our students to learn collaborative skills? Will they be expected to work collaboratively beyond college?Issues in collaboration: What are some problems and obstacles to successful collaboration?Nature of collaboration: What about the ideas of authorship and the text are inherently collaborative? Why is it important to help students understand the collaborative nature of authorship and the text?How to achieve successful collaboration: once we have established the value of collaboration and have identified some of the obstacles, we will talk about how help students collaborate more effectively. If we are going to ask them to work in teams or to write collaboratively, we owe it to them to provide them with the tools that they need to have a successful collaborative experience. Students are no more prepared to collaborate than they are to accomplish any other specialized task that we are here to teach them. If we expect them to collaborate and to do it well, we must teach them.
- #10 Students have to learn to speak the language of the university and its disciplines. “They must learn to speak our language.”
- #11 What Elbow describes as becoming “conscious and articulate about rhetorical decision making.”Writing can be lonely.
- #25 There is some real value to collaboration. Discussions of authorship and text provide natural opportunities to discuss the collaborative nature of all writing and also the demands of audience and purpose. Audience and purpose are not always immediately understood by students (even when explicitly stated in the assignment) and opportunities to discuss these concepts (while exploring conflict and trying to reach consensus) are important. Face-to-face and online environments offer their own unique challenges to successful collaboration, and in each environment, there are important lessons to be learned about what makes certain types of collaboration more successful in one environment compared to the other.