ERIC Number: ED402594
Record Type: RIE
Publication Date: 1996-Mar
The Influence of Coauthoring on the Writing Process.
A study examined the influence of coauthoring on the writing process in the classroom. Subjects were 24 students in a ninth-grade English class at a racially and socioeconomically diverse high school located in a medium-sized Midwestern city. Data was collected over the first 9-week quarter of the year. Eight collaborative writing triads, maintained over the course of the quarter, were formed in the first few weeks of the school year. Primary criteria in establishing heterogeneous groups were gender, race, and verbal ability/leadership. Subjects wrote three essays, each to be completed in three class sessions, on agrumentative topics chosen by the instructor to promote cognitive conflict. Discourse of the third writing assignment was used for the study and subjects were audiotaped during the writing process. Data was also collected via a questionnaire filled out by the entire class after the last coauthoring experience and retrospective interviews were conducted. Findings suggest that students writing collaboratively spend a far greater percent of their energies on planning and revising than solo authors do. Students interviewed said that what they most remembered from collaborative writing was different ways to plan. Findings also suggest that coauthors' writing processes tend to resemble those of more expert writers. Also, because of interactions necessary for coauthoring, students must give specific and analytical attention to their own writing processes as well as those of others. (Contains 20 references.) (CR)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (47th, Milwaukee, WI, March 27-30, 1996).