NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1116183
Record Type: Journal
Publication Date: 2009-Jan-19
Pages: N/A
Abstractor: As Provided
ISSN: EISSN-1554-8244
Intersectional Computer-Supported Collaboration in Business Writing: Learning through Challenged Performance
Remley, Dirk
Across the Disciplines, v6 spec iss Jan 2009
Carter (2007) identifies four meta-genres associated with writing activities that can help students learn discipline-specific writing skills relative to standards within a given field: these include problem solving, empirical approaches to analysis, selection of sources to use within research, and production of materials that meet accepted standards. Students, especially, learn valuable skills while working on problem-based learning assignments and activities; such assignments attempt to simulate projects and tasks that employees encounter in workplace settings. Because much workplace writing occurs in collaborative settings, and because writing technologies are prevalent in these settings, students need to become facile with collaborative writing settings and with using computer technologies to do various kinds of tasks associated with producing a professional document in such settings. In this paper, I apply Carter's meta-genres to skills associated with writing technologies and collaborative writing. This paper reports on a pedagogy that engages business writing students in these meta-genre skills through assignments that involve problem-based learning pedagogy and inter-sectional computer-supported collaborative writing. I describe in detail two particular assignments and how their dynamics address Carter's meta-genres. Further, I report on certain technological dynamics that students experience in the course of these assignments. I also report other implications on using such pedagogy.
WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A