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ERIC Number: ED359196
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 58
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Conflict and Engagement: Collaborative Writing in One Ninth-Grade Classroom.
Dale, Helen
Insights into successful collaborative writing interactions were derived from an analysis of the discourse of three ninth-grade coauthoring triads (groups of three students)--a model group, a typical group, and a problem group. The writing task was an argumentative essay. Students received instruction in collaborative writing through teacher modeling of the process. Student discussions were audiotaped, and data were collected through a questionnaire completed by the entire class of 24 students and interviews with 22 of the 24 class members. Three characteristics differentiated the model group from the typical and problem groups: (1) the amount and kinds of engagement; (2) the level of cognitive conflict; and (3) the kinds of social interactions. Compared to the other groups, the model group talked together more and were more engaged. They talked least about task representation, and seemed to have a tacit understanding of the task. They spent their energies planning and composing. The model group also had the highest levels of cognitive conflict. Understanding this successful collaboration can encourage the use of collaborative writing as an effective pedagogy for the teaching of writing. Six tables present study findings. A 65-item list of references is included. Appendix A is the student questionnaire, Appendix B is the interview form, and Appendix C contains the coding scheme. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A