ERIC Number: ED347554
Record Type: RIE
Publication Date: 1992-May
Reference Count: 0
Improving Students' Expertise and Attitudes during the Postwriting Stage of the Writing Process through Collaborative Revision.
Wells, Mary C.
A practicum addressed the problem of students' lack of fluency in standard English despite the traditional paradigm for formal grammar instruction and the emphasis on process writing in most English classrooms. Nineteen (English 2) high school students participated in peer editing groups in a collaborative learning environment. The solution strategy was: (1) to group students of varying fluency levels into editing teams; (2) to monitor errors and revisions via editing checklists; (3) to provide instruction on an as-needed basis; (4) to motivate students to teach and learn from each other; (5) to stimulate the critical thinking necessary for effective editing and proofreading; and (6) to improve attitudes concerning the need for consistent and accurate revision of writing drafts in the context of students' writing. After implementation of the collaborative revision plan, the target group demonstrated increased levels of fluency in postwriting skills. The results also demonstrated increased positivism toward the efficacy of learning and applying the conventions of standard English to students' writing. Conclusively, students benefitted from the strategy of peer collaboration and relevant grammar instruction provided in the context of students' writing. (Eight appendixes--surveying, monitoring, and testing instruments and student data--and 20 references are attached.) (Author/PRA)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: M.S. Practicum, Nova University.