ERIC Number: ED343152
Record Type: RIE
Publication Date: 1992-Apr
Toward an Understanding of Collaborative Writing.
A study examined how collaborative writing groups functioned in a Madison, Wisconsin high school classroom. The class in the study was ninth-grade English "Academically Motivated" (which is neither high nor low tracked). The researcher spent the first 9-week quarter in the classroom observing, taking field notes, teaching some of the classes that related to writing, administering a questionnaire, and interviewing the students retrospectively. Students wrote three papers in their collaborative writing triads. A high-, a medium-, and a low-functioning group were identified. Discourse for the third writing assignment was coded. Results indicated that the students in the collaborative writing groups: spent a significantly greater time planning than when they wrote alone, but they did not spend much time revising; and did not engage higher order concerns such as purpose and audience as much or as explicitly as expert writers do. Results also indicated that: (1) the high-functioning group spent little time openly discussing issues of task representation or procedural issues, instead actively moving through the composing process but embedding in their planning and composing discourse both rhetorical concerns and revision; (2) students kept a flow of thought going by giving alternatives, elaborating, clarifying, and evaluating; and (3) the most effective group engaged in a significantly higher percentage of cognitive conflict than the other groups. (Six tables of data are included; 48 references, the coding scheme, and the student questionnaire are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (73rd, San Francisco, CA, April 20-24, 1992).