The document discusses collaborative writing and provides definitions and steps for effective collaborative writing processes. It defines collaborative writing as projects created by multiple authors working together rather than individually. It outlines key steps in the collaborative writing process including pre-writing, planning, research, drafting, revising, and helpful strategies. Some strategies discussed are starting early, scheduling meetings, sharing files electronically, separating revising from editing, and seeking help from experts. The overall document serves as a guide for groups to effectively collaborate on writing projects.
This document discusses collaborative writing. It explains that collaborative writing is beneficial when a project requires expertise in multiple areas, different perspectives, or a large team effort. Successful collaborative writing teams are composed of competent members who respect each other and share goals/responsibilities. The writing process involves planning, researching, writing, reviewing, revising and editing. Advantages include sharing the workload and gaining different insights, while disadvantages include increased time/effort and potential conflicts. The document provides tips for effective planning, research/writing individually, review/revision as a group, and resolving conflicts respectfully.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
The document discusses the key components of effective written communication. It outlines several stages of the writing process, including prewriting, drafting, revising, editing and proofreading. During the revising stage, techniques like peer review and revision exercises are recommended to improve content, structure and grammar. Some rules for effective writing are also provided, such as being concise, using appropriate tone, and avoiding errors. Overall components like focus, organization, development, clarity and approach are identified as important for strong written work.
The document outlines the five steps of the writing process: prewriting, drafting, revising, editing, and publishing. In prewriting, a writer selects ideas and organizes them. In drafting, the writer develops a rough draft. Revising involves rearranging writing and improving content. Editing focuses on proofreading for grammar, spelling, and punctuation. Finally, in publishing, the writer prepares a final draft to share with others. The document provides guidance on following each step to produce quality writing.
This document provides information on writing paragraphs and essays. It defines a paragraph as a group of sentences that discusses a single main idea, and notes that effective paragraphs have a topic sentence, supporting details, and a concluding sentence. Essays are longer pieces of writing that express a personal viewpoint. Well-structured essays contain an introduction, body paragraphs with topic sentences and support, and a conclusion. The document also outlines various types of paragraphs and essays, offers transitional devices to link paragraphs, and reviews the steps and techniques for writing paragraphs and essays.
This document discusses principles for teaching writing to first and second language learners. It begins by defining writing and outlining the historical development of writing instruction, moving from rigid rule-based approaches to process-based and genre approaches. Key principles discussed include using meaningful input and output, focusing on language and fluency, designing appropriate tasks, emphasizing reading, and providing helpful feedback to improve writing. The conclusion advocates applying research-supported principles like these to effectively teach writing as a foreign or second language.
This document discusses collaborative writing and describes several strategies for collaborative writing projects. It defines collaborative writing as projects involving multiple writers who have overlapping responsibilities on the work. Some key points:
- Collaborative writing differs from shared writing in that with collaborative writing, writers can suggest changes to each other's work, while with shared writing people work independently on divided sections.
- Most business reports and communications are written collaboratively or reviewed by multiple readers. Around 87% of workplace writing involves some level of collaboration.
- Common collaborative writing strategies include single author, sequential single writing, parallel writing, reactive writing, and mixed mode writing. These strategies vary in how writing tasks are divided and shared among team members.
This document discusses collaborative writing. It explains that collaborative writing is beneficial when a project requires expertise in multiple areas, different perspectives, or a large team effort. Successful collaborative writing teams are composed of competent members who respect each other and share goals/responsibilities. The writing process involves planning, researching, writing, reviewing, revising and editing. Advantages include sharing the workload and gaining different insights, while disadvantages include increased time/effort and potential conflicts. The document provides tips for effective planning, research/writing individually, review/revision as a group, and resolving conflicts respectfully.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
The document discusses the key components of effective written communication. It outlines several stages of the writing process, including prewriting, drafting, revising, editing and proofreading. During the revising stage, techniques like peer review and revision exercises are recommended to improve content, structure and grammar. Some rules for effective writing are also provided, such as being concise, using appropriate tone, and avoiding errors. Overall components like focus, organization, development, clarity and approach are identified as important for strong written work.
The document outlines the five steps of the writing process: prewriting, drafting, revising, editing, and publishing. In prewriting, a writer selects ideas and organizes them. In drafting, the writer develops a rough draft. Revising involves rearranging writing and improving content. Editing focuses on proofreading for grammar, spelling, and punctuation. Finally, in publishing, the writer prepares a final draft to share with others. The document provides guidance on following each step to produce quality writing.
This document provides information on writing paragraphs and essays. It defines a paragraph as a group of sentences that discusses a single main idea, and notes that effective paragraphs have a topic sentence, supporting details, and a concluding sentence. Essays are longer pieces of writing that express a personal viewpoint. Well-structured essays contain an introduction, body paragraphs with topic sentences and support, and a conclusion. The document also outlines various types of paragraphs and essays, offers transitional devices to link paragraphs, and reviews the steps and techniques for writing paragraphs and essays.
This document discusses principles for teaching writing to first and second language learners. It begins by defining writing and outlining the historical development of writing instruction, moving from rigid rule-based approaches to process-based and genre approaches. Key principles discussed include using meaningful input and output, focusing on language and fluency, designing appropriate tasks, emphasizing reading, and providing helpful feedback to improve writing. The conclusion advocates applying research-supported principles like these to effectively teach writing as a foreign or second language.
This document discusses collaborative writing and describes several strategies for collaborative writing projects. It defines collaborative writing as projects involving multiple writers who have overlapping responsibilities on the work. Some key points:
- Collaborative writing differs from shared writing in that with collaborative writing, writers can suggest changes to each other's work, while with shared writing people work independently on divided sections.
- Most business reports and communications are written collaboratively or reviewed by multiple readers. Around 87% of workplace writing involves some level of collaboration.
- Common collaborative writing strategies include single author, sequential single writing, parallel writing, reactive writing, and mixed mode writing. These strategies vary in how writing tasks are divided and shared among team members.
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
This document provides an overview of writing skills and strategies for improving writing. It discusses the writing process, editing, finding the best place to write, importance of writing, types of writing, common errors, and strategies to improve student writing. The presentation covers topics such as planning, drafting, revising writing, practicing writing regularly, proofreading, and developing basic grammar skills. It also discusses scribbling, drawing, and dictation as strategies to help students improve their writing abilities.
Free writing allows students to focus on fluency over accuracy. It is an informal writing exercise that can be done with or without a specific topic or guidelines. The purpose is to generate ideas and clear distracting thoughts. Free writing benefits include enhancing writing expertise, improving English proficiency, and helping students develop their own style. It separates the writing process from the revision process. Teachers can use free writing to give students practice generating and organizing ideas before formal writing assignments.
The document discusses effective writing skills and processes. It provides tips for developing strong writing such as organizing thoughts, using proper grammar and punctuation, and engaging the reader. Some key points include using concise and clear language appropriate for the intended audience, getting straight to the point with short paragraphs and sentences, and choosing a tone that fits the purpose and recipient of the writing. Rules and strategies are presented for writing concisely, using lists, proper punctuation and spelling, and addressing sensitive topics with a respectful tone.
This document provides an overview of the writing process. It discusses how writing differs from speaking in being more formal and expressing displacement of space and time. The purpose of writing can be to express oneself, persuade, inform, or entertain. When writing, the audience must be considered, as the content and tone will vary depending on who is being addressed. The writing process involves four key steps - prewriting, drafting, revising, and editing. Prewriting includes brainstorming ideas. Drafting is putting ideas into sentences and paragraphs without worrying about minor errors. Revising focuses on the reader and organization. Editing addresses grammar, mechanics, and spelling to finalize the paper.
Collaborative writing involves two or more writers synthesizing their perspectives to create a new shared voice and texts. It has three qualities - reflexive dialogue where writers discuss their work, invention where they create texts to explore ideas, and continuity of working together. Collaborative writing is becoming more common with projects like Wikipedia. It has value for learning as writing can aid in thinking and sharing of ideas. The document then discusses trying collaborative composition through free writing and brainstorming advantages and concerns before considering different models of collaborative writing.
This document provides details about an "Academic Reading and Writing" course offered at Far-western University. The course aims to develop students' academic reading and writing skills over 9 units. It covers topics like preparing for academic reading, different types of academic reading, the academic writing process, research writing, using appropriate vocabulary, and producing various academic texts. Students will be evaluated through assignments, presentations, exams, and class participation. The course references textbooks on study reading and writing to guide lessons in reading techniques, writing styles, and producing academic works.
The document provides tips for writing an effective blog. It defines what a blog is and its typical components like title, body, permalink and post date. It emphasizes the importance of considering ideas, organization, voice, word choice, sentence fluency and presentation when writing. It advises writing with the reader in mind, making the content valuable, proofreading for errors, keeping it short and interesting, using keywords to help with search engines, writing clearly with short sentences and common expressions, and keeping the copy lively, factual, tight, clear, short and optimized for search engines.
This document provides guidance on writing strategies for beginners, including how to develop paragraphs. It discusses generating ideas through brainstorming, organizing ideas, writing a first draft, revising ideas, editing for grammar, and identifying topic sentences, subjects, verbs, and concluding sentences. The writing process involves five steps - get ideas, organize ideas, write a first draft, revise ideas, and edit for grammar.
The document provides an overview of the writing process and various pre-writing techniques including brainstorming, discussing, free writing, looping, listing, outlining, charting, and mapping. Examples are given for each technique along with topics and instructions for students to practice the techniques.
The document provides guidelines for writing good paragraphs and essays, including the key components and structure. It explains that every paragraph should have an indented first line, a topic sentence, at least three pieces of supporting evidence, and a concluding sentence. Each body paragraph in an essay must also include a topic sentence, three supporting details and commentary, and a clincher sentence. Finally, the conclusion restates the thesis and offers additional insights or commentary.
This document provides an overview and guidelines for formatting a paper according to the MLA (Modern Language Association) style. It covers 2009 updates to MLA, general formatting guidelines including font, margins, headings, and page headers. It also reviews guidelines for in-text citations, formatting quotations, and constructing a Works Cited page including entries for different source types like books, articles, web pages, and more. The document aims to instruct readers on all aspects of MLA formatting and citation.
This document discusses writing skills and provides information on:
1) The definition of writing and a brief history covering Mesopotamian cuneiform scripts and Elamite scripts.
2) The six-step writing process of prewriting, drafting, revising, proofreading, evaluating, and publishing.
3) The four main types of writing: expository, persuasive, narrative, and descriptive.
4) Ways to improve writing skills such as daily journaling, choosing ordinary topics, reading passages and reproducing in your own words, reading styles of good writers, and following the principles of reading and writing frequently.
This document discusses the writing process and how to implement it in the classroom. The writing process includes prewriting, drafting, revising and editing, rewriting, and publishing. It mirrors how proficient writers write by breaking the process into manageable steps. Implementing the full writing process helps students produce higher quality work and score better on writing tests compared to only practicing specific skills. It also develops lifelong writing skills and allows students to write authentically across all subjects.
The document discusses various strategies for generating ideas when writing, including freewriting, brainstorming, clustering, cubing, listing, looping, researching, using WH-questions, storyboarding, and invisible writing. It provides details on each strategy, such as how freewriting involves letting thoughts flow freely without editing, how brainstorming compiles a large list of potential topics, and how clustering explores relationships between ideas by writing a central topic and linking related ideas to it. The strategies are intended to help overcome obstacles like "blank page syndrome" and get ideas flowing for writing projects.
The document provides guidance for teachers on improving students' writing skills. It defines writing, discusses the importance of writing for teaching and learning, and outlines different types of writing. The document recommends strategies for teachers such as teaching students how to hold a pen, encouraging scribbling and drawing at early stages, providing daily writing practice, and displaying good student writing examples. Teachers are advised to focus on grammar, proofreading, and sharing student work for feedback to help improve their writing abilities.
The process approach to teaching writing focuses on the writing process rather than the finished product. Students go through stages of prewriting, drafting, and revising to produce written work. The teacher takes on a facilitative role, giving students freedom over topics and providing feedback to help students discover new ideas and language forms. Key aspects of this approach include student choice of topics, collaboration between students, and viewing writing as a developmental process similar to professional authors.
This document provides guidance on how to teach writing to students. It recommends considering students' level, interests, and number/type of assignments. The writing process involves pre-writing, organizing, writing, revising, and sharing. Teachers should see errors as opportunities for learning rather than failures and focus on meaning over mechanics when providing feedback. Suggested writing activities include altering dictations, writing newspaper articles, reports, letters, menus, posters, emails and advertisements.
This document outlines the typical parts of an essay, including the introduction, body, and conclusion. The introduction provides general statements about the topic and a clear thesis statement. The body consists of multiple paragraphs that each include a topic sentence supporting the thesis with several examples. The conclusion restates the main ideas and ties them together. An example essay is also included to demonstrate how these parts work together in a cohesive whole.
Students cooperation and attention to form in a collaborative writing projectJoaquim Guerra
The document discusses a study on students' collaborative writing using Google Docs. 11 university students worked together on a 150-word news article. The researchers analyzed the students' chat discussions to understand how they collaborated, their focus on content vs form, and attention to accuracy. They found the students struggled to collaborate effectively and focused more on content than form. However, they were still able to understand each other's meanings despite grammar mistakes. The researchers concluded the students were tolerant of errors and lacked experience collaborating simultaneously online.
The document discusses online collaboration and networked commons. It defines collaboration and cooperation and explores features of online collaboration like networking and asynchronous interaction. A case study examines bugs in the Battlefield 3 beta test forum. The concepts of commons and gift economy are introduced in the context of unregulated online resources. User participation in collaboration and commons is shaping internet culture and social media revolutions.
Writing can be classified into different types and modes according to its purpose and form. The types discussed are extensive writing, where the writer is given a subject to write about, and intensive writing, where the focus is on a specific point.
The writing process involves several steps: prewriting to explore the topic, drafting a rough version, revising to improve content and structure, editing for grammar and mechanics, and publishing the final work. Developing writing skills is important for school and career success.
Effective writing has clear ideas and organization, an engaging voice, precise word choice, varied sentence structure, and follows conventions of spelling and grammar. Various techniques can help students improve their writing, such as guided paraphrasing,
This document provides an overview of writing skills and strategies for improving writing. It discusses the writing process, editing, finding the best place to write, importance of writing, types of writing, common errors, and strategies to improve student writing. The presentation covers topics such as planning, drafting, revising writing, practicing writing regularly, proofreading, and developing basic grammar skills. It also discusses scribbling, drawing, and dictation as strategies to help students improve their writing abilities.
Free writing allows students to focus on fluency over accuracy. It is an informal writing exercise that can be done with or without a specific topic or guidelines. The purpose is to generate ideas and clear distracting thoughts. Free writing benefits include enhancing writing expertise, improving English proficiency, and helping students develop their own style. It separates the writing process from the revision process. Teachers can use free writing to give students practice generating and organizing ideas before formal writing assignments.
The document discusses effective writing skills and processes. It provides tips for developing strong writing such as organizing thoughts, using proper grammar and punctuation, and engaging the reader. Some key points include using concise and clear language appropriate for the intended audience, getting straight to the point with short paragraphs and sentences, and choosing a tone that fits the purpose and recipient of the writing. Rules and strategies are presented for writing concisely, using lists, proper punctuation and spelling, and addressing sensitive topics with a respectful tone.
This document provides an overview of the writing process. It discusses how writing differs from speaking in being more formal and expressing displacement of space and time. The purpose of writing can be to express oneself, persuade, inform, or entertain. When writing, the audience must be considered, as the content and tone will vary depending on who is being addressed. The writing process involves four key steps - prewriting, drafting, revising, and editing. Prewriting includes brainstorming ideas. Drafting is putting ideas into sentences and paragraphs without worrying about minor errors. Revising focuses on the reader and organization. Editing addresses grammar, mechanics, and spelling to finalize the paper.
Collaborative writing involves two or more writers synthesizing their perspectives to create a new shared voice and texts. It has three qualities - reflexive dialogue where writers discuss their work, invention where they create texts to explore ideas, and continuity of working together. Collaborative writing is becoming more common with projects like Wikipedia. It has value for learning as writing can aid in thinking and sharing of ideas. The document then discusses trying collaborative composition through free writing and brainstorming advantages and concerns before considering different models of collaborative writing.
This document provides details about an "Academic Reading and Writing" course offered at Far-western University. The course aims to develop students' academic reading and writing skills over 9 units. It covers topics like preparing for academic reading, different types of academic reading, the academic writing process, research writing, using appropriate vocabulary, and producing various academic texts. Students will be evaluated through assignments, presentations, exams, and class participation. The course references textbooks on study reading and writing to guide lessons in reading techniques, writing styles, and producing academic works.
The document provides tips for writing an effective blog. It defines what a blog is and its typical components like title, body, permalink and post date. It emphasizes the importance of considering ideas, organization, voice, word choice, sentence fluency and presentation when writing. It advises writing with the reader in mind, making the content valuable, proofreading for errors, keeping it short and interesting, using keywords to help with search engines, writing clearly with short sentences and common expressions, and keeping the copy lively, factual, tight, clear, short and optimized for search engines.
This document provides guidance on writing strategies for beginners, including how to develop paragraphs. It discusses generating ideas through brainstorming, organizing ideas, writing a first draft, revising ideas, editing for grammar, and identifying topic sentences, subjects, verbs, and concluding sentences. The writing process involves five steps - get ideas, organize ideas, write a first draft, revise ideas, and edit for grammar.
The document provides an overview of the writing process and various pre-writing techniques including brainstorming, discussing, free writing, looping, listing, outlining, charting, and mapping. Examples are given for each technique along with topics and instructions for students to practice the techniques.
The document provides guidelines for writing good paragraphs and essays, including the key components and structure. It explains that every paragraph should have an indented first line, a topic sentence, at least three pieces of supporting evidence, and a concluding sentence. Each body paragraph in an essay must also include a topic sentence, three supporting details and commentary, and a clincher sentence. Finally, the conclusion restates the thesis and offers additional insights or commentary.
This document provides an overview and guidelines for formatting a paper according to the MLA (Modern Language Association) style. It covers 2009 updates to MLA, general formatting guidelines including font, margins, headings, and page headers. It also reviews guidelines for in-text citations, formatting quotations, and constructing a Works Cited page including entries for different source types like books, articles, web pages, and more. The document aims to instruct readers on all aspects of MLA formatting and citation.
This document discusses writing skills and provides information on:
1) The definition of writing and a brief history covering Mesopotamian cuneiform scripts and Elamite scripts.
2) The six-step writing process of prewriting, drafting, revising, proofreading, evaluating, and publishing.
3) The four main types of writing: expository, persuasive, narrative, and descriptive.
4) Ways to improve writing skills such as daily journaling, choosing ordinary topics, reading passages and reproducing in your own words, reading styles of good writers, and following the principles of reading and writing frequently.
This document discusses the writing process and how to implement it in the classroom. The writing process includes prewriting, drafting, revising and editing, rewriting, and publishing. It mirrors how proficient writers write by breaking the process into manageable steps. Implementing the full writing process helps students produce higher quality work and score better on writing tests compared to only practicing specific skills. It also develops lifelong writing skills and allows students to write authentically across all subjects.
The document discusses various strategies for generating ideas when writing, including freewriting, brainstorming, clustering, cubing, listing, looping, researching, using WH-questions, storyboarding, and invisible writing. It provides details on each strategy, such as how freewriting involves letting thoughts flow freely without editing, how brainstorming compiles a large list of potential topics, and how clustering explores relationships between ideas by writing a central topic and linking related ideas to it. The strategies are intended to help overcome obstacles like "blank page syndrome" and get ideas flowing for writing projects.
The document provides guidance for teachers on improving students' writing skills. It defines writing, discusses the importance of writing for teaching and learning, and outlines different types of writing. The document recommends strategies for teachers such as teaching students how to hold a pen, encouraging scribbling and drawing at early stages, providing daily writing practice, and displaying good student writing examples. Teachers are advised to focus on grammar, proofreading, and sharing student work for feedback to help improve their writing abilities.
The process approach to teaching writing focuses on the writing process rather than the finished product. Students go through stages of prewriting, drafting, and revising to produce written work. The teacher takes on a facilitative role, giving students freedom over topics and providing feedback to help students discover new ideas and language forms. Key aspects of this approach include student choice of topics, collaboration between students, and viewing writing as a developmental process similar to professional authors.
This document provides guidance on how to teach writing to students. It recommends considering students' level, interests, and number/type of assignments. The writing process involves pre-writing, organizing, writing, revising, and sharing. Teachers should see errors as opportunities for learning rather than failures and focus on meaning over mechanics when providing feedback. Suggested writing activities include altering dictations, writing newspaper articles, reports, letters, menus, posters, emails and advertisements.
This document outlines the typical parts of an essay, including the introduction, body, and conclusion. The introduction provides general statements about the topic and a clear thesis statement. The body consists of multiple paragraphs that each include a topic sentence supporting the thesis with several examples. The conclusion restates the main ideas and ties them together. An example essay is also included to demonstrate how these parts work together in a cohesive whole.
Students cooperation and attention to form in a collaborative writing projectJoaquim Guerra
The document discusses a study on students' collaborative writing using Google Docs. 11 university students worked together on a 150-word news article. The researchers analyzed the students' chat discussions to understand how they collaborated, their focus on content vs form, and attention to accuracy. They found the students struggled to collaborate effectively and focused more on content than form. However, they were still able to understand each other's meanings despite grammar mistakes. The researchers concluded the students were tolerant of errors and lacked experience collaborating simultaneously online.
The document discusses online collaboration and networked commons. It defines collaboration and cooperation and explores features of online collaboration like networking and asynchronous interaction. A case study examines bugs in the Battlefield 3 beta test forum. The concepts of commons and gift economy are introduced in the context of unregulated online resources. User participation in collaboration and commons is shaping internet culture and social media revolutions.
How can concordancing help ESL teachers design vocabulary testsAnna Bougia
This study examines how concordancing, a text-searching program, can help language teachers design vocabulary tests from extensive reading materials. The study analyzed two graded readers loaded into the concordancer to create word lists and frequency bands. Pre-tests assessed students' vocabulary knowledge from the lists, and a post-test measured gains in high frequency words. Results showed small pure vocabulary gains but significant learning from exposure in context. Frequency correlated with word acquisition but context evaluation and general frequency were also important factors. The concordancer can help teachers analyze texts, sensitizing students to word usages and patterns to improve vocabulary learning from extensive reading.
The document discusses the use of concordancers in foreign language teaching and provides examples of how concordancers can be used in the classroom. It gives an overview of theories on formulaic language and collocations. Examples are provided to demonstrate how concordancers can help students explore word patterns and collocations, identify idiomatic expressions, check word choice and improve writing. Potential advantages are exploring language autonomously and acting as linguistic detectives while challenges could involve technical problems.
Collaborative writing using delicious and google docsVance Stevens
This workshop seeks to show participants how students can work on projects and writing tasks using Google Docs as an online space for collaborative writing. Participants are shown 16 steps whereby students share spaces with one another, publish to Internet, and share their URLs via TinyURL and tagging in Delicious.
Produção Colaborativa: Leitura e Escrita ColetivaDenysSch
O documento discute a produção colaborativa na Web 2.0, onde a ênfase passou da publicação para a colaboração através de recursos de interconexão e compartilhamento. A escrita coletiva é o principal valor, com quanto mais pessoas participando da construção, mais conteúdo pode ser compartilhado. Exemplos de sistemas colaborativos incluem a Wikipédia, projetos de filmes e livros coletivos, e editores de texto que permitem a construção de documentos por vários colaboradores.
This document discusses the use of concordancers in corpus linguistics and language teaching. A concordancer is a tool that allows users to search electronic texts and analyze word combinations and frequencies. The document provides examples of concordancer programs and discusses how they can be used by students, language teachers, and researchers. It then summarizes two articles that used concordancers - one to analyze metaphoric expressions used by doctors and patients, and another to teach medical students how to write academic research descriptions.
This document discusses collaborative online writing and group work for assessment. It provides context on how the Australian curriculum promotes online collaboration and group work. It describes an inquiry project where students from four schools collaborated online on a shared writing scenario. The inquiry explored whether collaboration can improve creative writing and what online tools can be used. Research is presented that collaboration aids problem solving and learning, but it needs to be implemented properly. Challenges of group work include acrimony and freeloading. The document discusses several examples of collaborative and cellphone novels that became popular. It provides implications for using collaboration and online tools more effectively in classrooms.
Collaborative writing involves multiple individuals working together to create written works rather than individually. This allows for real-time or asynchronous editing and reviewing of documents by collaborative groups who can draw on the strengths of all members. Effective collaborative writing requires good communication, defined roles for group members, and clear expectations and assessment criteria from instructors. Theorists recommend starting small collaborative assignments and giving student groups flexibility in their methods while connecting projects to real-world contexts.
This document discusses and provides information on four different concordancing tools that can be used for educational purposes: AntConc, AdTAT, Saffron, and TextSTAT. It provides the websites for each tool and briefly describes their functions, such as generating word frequency lists and concordances, analyzing texts in different languages and encodings, and performing textual searches using regular expressions. The document concludes by thanking the reader.
Microsoft Word is a word processing program that allows users to create a variety of documents like letters, memos, essays, and short stories with the ability to easily edit and modify documents. Documents created in Word can be printed accurately or saved for later changes. Word is commonly used for business, education, and home purposes.
What is Word Processing? Powerpoint Presentation PPT Tech
Now watch the Power Point Presentation about the term "Word Processing" . Word Processing is noun and define as , "the production, storage, and manipulation of text on a computer or word processor". In this PPT, you can also known about the term " Word Processor" .
Word processing is the phrase used to describe using a computer to create, edit, and print documents. Of all computer applications, word processing is the most common. To perform word processing, you need a computer, a special program called a word processor, and a printer. A word processor enables you to create a document, store it electronically on a disk, display it on a screen, modify it by entering commands and characters from the keyboard, and print it on a printer.
This document provides an overview of basic computer concepts and skills. It discusses what a computer is, including the central processing unit, inputs, outputs, memory, storage, and basic units. It then covers operating systems, user interfaces, word processing programs, presentations, and how to format documents and slides. The document provides guidance on writing, formatting, inserting images and tables, and finishing documents and presentations.
This document provides an overview of instruction on word processing, spreadsheets, and databases. It defines each application, lists their key features and capabilities, and discusses the advantages of using them. It also provides examples of how these applications can be used in the classroom and how to teach students to use them.
The document discusses the usefulness of corpora for language teaching and learning. It explains that corpora allow researchers to make generalizations about language as a whole by analyzing large collections of authentic texts. In contrast to relying only on intuitions, corpora provide evidence of real language usage through numerous examples from different contexts. This helps address misconceptions and test assumptions. The document also provides guidance on developing classroom corpora and considerations for corpus design and effective use in materials and investigations.
GRAMMAR CHECK FOR SENTENCE helps in making communication more simple and efficient and can also help avoid embarrassing mistakes.
See more at: https://www.grammarcheckforsentence.com:44794/
This document discusses the advantages and uses of computers in education. It outlines how computers can store and quickly process information, be used for audio-visual aids and better presentation of materials. Computers also allow access to the internet and quick communication between students, teachers and parents. The document also explores how computers are used for teaching, testing, research, administration and assisting disabled students. It introduces new technologies like interactive whiteboards, scanners and mobile devices that enhance the educational experience.
The document provides instructions for planning a meeting to discuss a group project and draft a short report. It recommends discussing the effectiveness of the activity, learning outcomes, concerns, and ways to improve. It also provides guidelines for establishing group roles and processes, planning the document, collecting and organizing information, writing and revising drafts, and final editing and evaluation. Fellow team members will provide input on individual contributions and team effectiveness for grading.
Locker−Kienzler Business and Administrative Communication.docxSHIVA101531
The document discusses the writing process and provides tips for planning, composing, and revising documents. It describes various activities in the writing process like planning, brainstorming, writing, revising, editing, and proofreading. These activities do not necessarily occur in a linear order. The document recommends spending one-third of the time planning and gathering information, one-third writing, and one-third revising and editing. It provides tips for overcoming writer's block through techniques like brainstorming, freewriting, and clustering. Effective planning involves understanding the audience and purpose as well as organizing content through outlining or storyboarding.
The document discusses the importance of revising writing assignments to deepen learning. It emphasizes that revision is difficult but important intellectual work. To improve at revision, students must learn to prioritize what to focus on. The document suggests prioritizing "global concerns" like content and rethinking the central task over "local concerns" like grammar or minor edits. Students should identify strengths in their writing and talk to others throughout the revision process.
The document outlines an 11-step publishing lifecycle for developing and managing intellectual property assets from conception through renewal. The steps include: 1) conceive the idea; 2) plan specifications and timelines; 3) design prototypes; 4) develop content; 5) review content with internal and external reviewers; 6) edit, design, and layout; 7) check content; 8) publish and disseminate; 9) file and archive; 10) assess and plan for improvements; 11) maintain and renew content through future editions or new mediums. The goal is to manage intellectual property through an iterative process of conception, development, review, publication, assessment, and renewal.
SOARES, DORIS DE A. Developing critical writing skills in L2. BRAZ-TSOL Newsl...Doris Soares
Teaching L2 writing skills entails much more than simply setting a topic, collecting and correcting students’ writing and giving it back hoping that learners will write better texts next time. Therefore, we must help our students reflect upon all the elements involved in the making of a text. In other words, we must empower them to critically assess writing tasks and to critically read their own productions in order to improve them.
The document discusses team work in technical communication. It outlines the advantages and disadvantages of working in a team. Some key advantages include combining different expertise, reducing workload, and increasing creativity through more ideas. Potential disadvantages include some team members not contributing equally or certain ideas being dismissed. The document also provides tips for effective team project management, such as creating outlines and style guides. It describes the role of a project manager in overseeing teams and ensuring projects are completed on time. Finally, it outlines the typical documentation project life cycle from planning to delivery to post-production evaluation.
1. The document discusses the five stages of the interactive writing process: pre-writing, drafting, revising, rewriting, and publishing. It provides examples of how to implement each stage in an EFL classroom.
2. Students are introduced to the six traits for evaluating writing: ideas, organization, word choice, voice, sentence fluency, and conventions. They work in pairs to discuss the traits.
3. The writing workshop framework is explained as a way to organize the writing process in the classroom. Key components are the minilesson, work time, and sharing. During work time, students write independently while the teacher conferences.
Bonner Writer's Workshop: Syllabus for the National Community of PracticeBonner Foundation
The Bonner Writer’s Workshop is designed for administrators and faculty leaders who are working with the Bonner Community-Engaged Learning Initiative and Racial Justice Initiative. This webinar will support individuals to identify topics in which they would like to research, write, and publish public scholarship. The series will help individuals and teams of writers find focus, develop strategies for writing, and complete chapters and/or articles for publication. The year-long series, which meets monthly, will support participants in their conceptualization and writing process, identifying journals, drafting work, editing, and so on. Individual participants may also find that they gain ideas and approaches to take back to their own institutions, running writers’ workshops for students, faculty, and staff. This series is led by Dr. Ariane Hoy (Vice President), Dr. Rachayita Shah (Community Engagement Scholarship Director), and Dr. David Roncolato (Senior Faculty Fellow and Professor of Community and Justice Studies at Allegheny), representing the Bonner Foundation and involves 20+ people from the national network.
Perfect Practices and Perils in Research Project ManagementAMA DocSIG
Presentation given by Vanitha Swaminathan (University of Pittsburgh) and Tom Brown (Oklahoma State University) on February 15, 2015 at the special DocSIG session of the American Marketing Association Winter Educators Conference.
This document discusses myths and methods related to teaching writing in quantitative disciplines. It debunks myths that writing has no place in fields like mathematics, physics, and engineering. The document advocates that writing can be integrated into any course to help students communicate effectively in their discipline. It presents several low-stakes writing techniques, such as freewriting and microgenres, that can help students generate and develop ideas without pressure. The document also outlines a process for learning to write, including prewriting, organizing, drafting, and revising with feedback. It provides examples of writing assignments that integrate discipline-specific content. Overall, the document argues that writing instruction benefits critical thinking and learning, and that faculty are best equipped to integrate it
This document provides a detailed course syllabus for a technical communication course. It includes information about the instructor, required materials, course objectives, assignments, grading criteria, attendance policy, and formatting guidelines. The main assignments involve a collaborative project where students work in groups to research an issue, write reports in draft and final form, and provide peer reviews. Students will be graded on individual written assignments as well as group oral presentations and written reports. Clear guidelines are provided around attendance, deadlines, and formatting to ensure students understand course expectations and requirements.
This document provides guidelines for writing an inquiry-based argumentative paper. Students are asked to choose a topic within a community of practice and argue a stance on that topic. They must consider the discourse practices and values of both their own community and their target audience. The paper should have a clear thesis, contribute new insights, use sources effectively, and negotiate any tensions between conflicting discourse practices. Three drafts are required to be submitted by certain deadlines. The final paper must be 5-7 pages long using MLA or IEEE citation style and incorporating at least 5 sources, 3 of which must be peer-reviewed.
Group Exercise_Best Practices for Meetingsdaniel_hart
I developed this exercise for a technical writing class. It helped students work together and was an excellent introduction to best practices for meetings.
This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.
This powerpoint is designed for graduate students interested in starting writing groups, as well as address some of the major issues facing these writers.
The document outlines the technical report writing process, which includes pre-writing, organizing ideas, drafting, revising, editing, and making a final draft. Pre-writing involves generating ideas through activities like talking, free writing, brainstorming, journaling, reading, and internet searching. Organizing sorts the ideas into a logical outline. Drafting composes the first version, and revising improves clarity and organization. Editing identifies mechanical errors. The final draft is presented to the intended audience.
This assignment asks students to write a paper discussing the significance of literacy in today's digital world. Students are prompted to question whether reading and writing in print are still important given the rise of digital communication. They can explore how adding terms like "print", "digitally", or "for cognition" might change or nuance the question. The paper should define key terms like literacy and argue for why literacy remains important while drawing on course readings and other sources. Students will submit drafts and participate in peer reviews in preparation for a final portfolio due at the end of the month.
The document provides guidance on writing an effective thesis statement. It explains that a thesis statement states the purpose and topic of writing and indicates the direction and strategy that will be taken. An effective thesis statement can be restated from the assignment, summarize the conclusions of research, or frame the topic as a question being answered. The thesis statement should be revised as understanding develops and it helps to organize ideas and identify areas needing more research or reading.
What is the mean of communication skills? Definition of communication. What is pre-writting? introduction of pre-writting what is the purpose of pre-writting? Pre-writting skills?pre-writing techniques Types of pre-writting. 1:Free writing 2: Brainstorming 3: mapping 4:outlining 5:List making. Through all of this you can now all about communication skills and pre-writting skills and make your writing more effective.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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at Integral University, Lucknow, 06.06.2024
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Main Java[All of the Base Concepts}.docxadhitya5119
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
2. Terminologies
• Collaborative (N) – From the word
collaboration means working with
each other to do the task.
• Writing (N) - The activity or skill of
marking coherent words on paper and
composing text.
3. When writing a document, most people’s common
practice is to use a Word Processor, such as
Microsoft Word or Open Office. However, when it
comes to sharing that document with
collaborators and co-authors, problems can
arise. Typically, the first author will send a copy
of the document to collaborators as an email
attachment. Each individual will then work on
their own copy and email it back to the first
author, who is then faced with the arduous task
of evaluating the changes and amalgamating
them into a new version of the document, before
the whole cycle begins again.
4. 3 Definitions of Collaborative Writing
• The term collaborative writing refers to
projects where written works are created
by multiple people together
(collaboratively) rather than individually.
Some projects are overseen by an editor
or editorial team, but many grow without
any oversight. Collaborative writing is also
an approach for teaching novice authors
to write.
5. Another definition is, activities involved
in the production of a document by
more than one author, then pre-draft
discussions and arguments as well as
post-draft analyses and debates are
collaborative components.
Based on this definition, the
collaborative authoring process
includes the writing activity as well as
group dynamics.
6. Another definition is "...any piece of
writing, published or unpublished,
ascribed or anonymous, to which more
than one person has contributed,
whether or not they grasped a pen,
tapped a keyboard, or shuffled a
mouse."
This definition alludes to the complexity
of identifying and acknowledging
contributions and their contributors.
7. With collaborative authoring, there is a meshing of the
complexity of (technical) writing along with the
challenges of collaboration. Given that writing is a
complex , open-ended task, there are many ways of
stating meaning. With multiple authors, this adds to the
complexity. The acts of collaboration and writing as
they relate to collaborative authoring include:
establishing an agenda or goal of the collaboration
effort, identifying writing tasks and dividing those tasks
among group members, tracking individual idea
generation, defining rules for document management,
identifying roles for group members, communicating
ideas, and managing conflict. Collaborative authoring,
therefore, requires effective communication between
members of the writing group.
8. The communication requirements of the writing task
are: task division, brainstorming, editing, general
discussion, and goal setting. Task division relates to
assigning tasks and communicating the associated
requirements and deadlines. Brainstorming is
generating and recording ideas to be used in
production of the text. Editing involves members
indicating their comments about and enhancements
for the text. These comments and suggestions will be
used to revise the existing text. General discussions
can include formal team meetings as well as casual,
impromptu conversations. Determining what the
purpose or goal of the document is goal setting. Also,
goal setting can include establishing the timeliness
and activities that relate to task division.
9. STEPS OF THE COLLABORATIVE PROCESS
• Pre-writing process
Share ideas and brainstorm together.
Formulate a draft thesis or argument.
Think about your assignment and the final product. What should it look
like? What is its purpose? Who is the intended audience?
• Planning and logistics
Decide together who will write which parts of the paper/project.
What will the final product look like?
Arrange meetings: How often will the group or subsets of the group
meet? When and where will the group meet? If the group doesn’t meet in
person, how will information be shared?
Scheduling: What is the deadline for the final product? What are the
deadlines for drafts?
10. •Research/data collection
How will the group find appropriate sources (books, journal articles,
newspaper articles, visual media, trustworthy websites, interviews)? If
the group will be creating data by conducting research, how will that
process work?
Who will read and process the information found? This task again may be
done by all members or divided up amongst members so that each person
becomes the expert in one area and then teaches the rest of the group.
Think critically about the sources and their contributions to your topic.
Which evidence should you include or exclude? Do you need more
sources?
Analyze the data. How will you interpret your findings? What is the best
way to present any relevant information to your readers-should you
include pictures, graphs, tables, and charts, or just written text?
11. • Drafting/writing
Separately (each group member has his/her own portion of writing to do)
Note that brainstorming the main points of your paper as a group is helpful, even if
separate parts of the writing are assigned to individuals. You’ll want to be sure
that everyone agrees on the central ideas.
Where does your individual writing fit into the whole document?
Together (the group actually meets to compose text collaboratively)
Writing together may not be feasible for longer assignments or papers with coauthors
at different universities, and it can be time-consuming. However, writing together
does ensure that the finished document has one cohesive voice.
Talk about how the writing session should go BEFORE you get started. What goals do
you have? How will you approach the writing task at hand?
Many people find it helpful to get all of the ideas down on paper in a rough form before
discussing exact phrasing.
Remember that everyone has a different writing style! The most important thing is
that your sentences be clear to readers.
12. •Revising, editing, and proofreading
If your group has drafted parts of the document separately,
merge your ideas together into a single document first, then
focus on meshing the styles. The first concern is to create a
coherent product with a logical flow of ideas. Then the
stylistic differences of the individual portions must be
smoothed over.
Revise the ideas and structure of the paper before worrying
about smaller, sentence-level errors (like problems with
punctuation, grammar, or word choice). Is the argument
clear? Is the evidence presented in a logical order? Do the
transitions connect the ideas effectively?
Proofreading: Check for typos, spelling errors, punctuation
problems, formatting issues, and grammatical mistakes.
Reading the paper aloud is a very helpful strategy at this
point.
13. HELPFUL COLLABORATIVE WRITING STRATEGIES
•Attitude counts for a lot!
Group work can be challenging at times, but a little enthusiasm can
go a long way to helping the momentum of the group. Keep in mind
that working in a group provides a unique opportunity to see how
other people write; as you learn about their writing processes and
strategies, you can reflect on your own. Working in a group
inherently involves some level of negotiation, which will also
facilitate your ability to skillfully work with others in the future.
In addition to an appreciation for the collaboration of the group-
work process, it is worth mentioning that a little respect goes along
way! Group members will bring different skill sets and various
amounts and types of background knowledge to the table. Show
your fellow writers respect by listening carefully, talking to share
your ideas, showing up on time for meetings, sending out drafts on
schedule, providing positive feedback, and taking responsibility for
an appropriate share of the work.
14. • Start early and allow plenty of time for
revising.
Getting started early is important in individual projects;
however, it is absolutely essential in group work.
Because of the multiple people involved in researching
and writing the paper, there are aspects of group
projects that take additional time, such as deciding and
agreeing upon a topic. Group projects should be
approached in a structured way because there is simply
less scheduling flexibility than when you are working
alone. The final product should reflect a unified, cohesive
voice and argument, and the only way of accomplishing
this is by producing multiple drafts and revising them
multiple times.
15. • Plan a strategy for scheduling.
One of the difficult aspects of collaborative writing is finding times when everyone
can meet. Much of the group’s work may be completed individually, but face-to-
face meetings are useful for ensuring that everyone is on the same page.
Doodle.com, whenisgood.net, and meetingwizard.com are free websites that
can make scheduling easier. Using these sites, an organizer suggests multiple
dates and times for a meeting, and then each group member can indicate
whether he or she is able to meet at the specified times.
It is very important to set deadlines for drafts; people are busy, and not everyone
will have time to read and respond at the last minute. It may help to assign a
group facilitator who can send out reminders of the deadlines. If the writing is
for a co-authored research paper, the lead author can take responsibility for
reminding others that comments on a given draft are due by a specific date.
Submitting drafts at least one day ahead of the meeting allows other authors the
opportunity to read over them before the meeting and arrive ready for a
productive discussion.
16. • Find a convenient and effective way to
share files.
There are many different ways to share drafts, research materials, and other files. Here we
describe a few of the potential options we have explored and found to be functional. We do not
advocate any one option, and we realize there are other equally useful options—this list is just
a possible starting point for you.
• Email attachments. People often share files by email; however, especially when there are
many group members or there is a flurry of writing activity,
• Google documents. Files can be shared between group members and are instantaneously
updated, even if two members are working at once. Changes made by one member will
automatically appear on the document seen by all members.
• Dropbox. Dropbox.com is free to join. It allows you to share up to 2GB of files, which can then
be synched and accessible from multiple computers
• Common server space. If all group members have access to a shared server space, this is
often an ideal solution. Members of a lab group or a lab course with available server space
typically have these resources.
Note that even when you are sharing or storing files for group writing projects in a common
location, it is still essential to periodically make back-up copies and store them on your own
computer! It is never fun to lose your (or your group’s) hard work.
17. Try separating the tasks of revising and
editing/proofreading.
It may be helpful to assign giving feedback on specific items to particular group members.
First, group members should provide general feedback and comments on content. Only
after revising and solidifying the main ideas and structure of the paper should you move
on to editing and proofreading. After all, there is no point in spending your time making a
certain sentence as beautiful and correct as possible when that sentence may later be
cut out. When completing your final revisions, it may be helpful to assign various
concerns (for example, grammar, organization, flow, transitions, and format) to
individual group members to focus this process. This is an excellent time to let group
members play to their strengths; if you know that you are good at transitions, offer to
take care of that editing task.
Your group project is an opportunity to become experts on your topic. Go to the library (in
actuality or online), collect relevant books, articles, and data sources, and consult a
reference librarian if you have any issues. Talk to your professor or TA early in the
process to ensure that the group is on the right track. Find experts in the field to
interview if it is appropriate. If you have data to analyze, meet with a statistician. If you
are having issues with the writing, use the online handouts at the Writing Center or come
in for a face-to-face meeting: a tutor can meet with you as a group or one-on-one.