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ERIC Number: EJ909113
Record Type: Journal
Publication Date: 2010-Dec
Pages: 15
Abstractor: ERIC
Reference Count: 29
ISSN: ISSN-0098-6291
Assessing Collaborative Writing in Nontraditional and Traditional First-Year College Writing Courses
Daemmrich, Ingrid G.
Teaching English in the Two-Year College, v38 n2 p161-175 Dec 2010
Composition teachers have generally embraced collaborative learning in the years since Kenneth Bruffee published his first article promoting its advantages in "College English" in 1972. But assigning collaboratively written papers in an introductory college writing course is still rare. This study assesses the benefits and drawbacks of assigning a collaboratively written midterm paper in nontraditional and traditional introductory college composition courses. The author set out to collect data from three sources of information: (1) students' in-class essays evaluating their collaboration; (2) grades for the collaborative project as well as the final individually authored paper; and (3) student responses to the departmental course evaluations. The author hypothesized that an analysis of these three instruments would show that by coauthoring an observation report, students would gain positive attitudes toward each other, writing, and the course; and that as a result, both grades and satisfaction with the course could potentially rise. An examination of the author's collected data reveals that the outcomes of the introductory composition classes consistently sustained only one part of her tripartite hypothesis: that a collaborative writing project at midterm does indeed promote students' considerably more positive assessment of the value of the writing course. This outcome has potentially dramatic implications for the future role of collaborative writing projects in introductory composition courses. (Contains 1 figure and 4 tables.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A