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Student and Teacher Roles in Collaborative Writing By Kathleen Mitchell, M.A.
Rational: Collaborative Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rational: Wikis ,[object Object],[object Object],[object Object],[object Object]
Research Questions ,[object Object],[object Object],[object Object],[object Object],[object Object]
Wiki Assignment  Context ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Wiki Assignment  Context ,[object Object],[object Object],[object Object],[object Object],[object Object]
Wiki Assignment  Teacher-Guided
Wiki Assignment  Draft 2 Responsibilities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Wiki Assignment   Role of the Teacher ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Wiki Assignment  Role of the Teacher: Grading ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Data Collection ,[object Object],[object Object]
Analysis- Types of Revisions  Faigley & Witte, 1981
Results ,[object Object]
Results ,[object Object],* denotes significant difference at .05 level Roles' effect on average number and type of revisions   Style Guru Language Editor Organizational Mastermind Content Expert Total revisions* 32.20 34.67 9.90 16.00 Formal revisions* 8.60 20.78 3.90 5.78 Stylistic revisions* 17.50 9.22 3.10 7.00 Microstructure revisions* 4.70 2.89 1.10 2.50 Macrostructure revisions 1.40 1.78 1.80 1.30
Students’ Perceptions: Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Students’ Perceptions: Collaboration ,[object Object],[object Object],[object Object],[object Object]
Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object]
The Future ,[object Object],[object Object],[object Object],[object Object]
The Future ,[object Object],[object Object],[object Object],[object Object]
Discussion ,[object Object],[object Object],[object Object],[object Object]
Analysis- Types of Revisions  based on Faigley & Witte, 1981 ,[object Object],[object Object],[object Object],[object Object],[object Object]
Analysis- Types of Revisions  based on Faigley & Witte, 1981 ,[object Object],[object Object],[object Object],[object Object]
Analysis- Types of Revisions  based on Faigley & Witte, 1981 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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CMC Teacher Education SIG Presentation; Mitchell

Notas do Editor

  1. The Common European Frame of Reference for Languages
  2. The essays were graded using a rubric to assess: Language & Style Good range of vocabulary and grammar Clear and concise Only a few errors Organization Well written thesis Organization is clear Good topic and concluding sentences Logically presented details Correct MLA and formatting Content Very focused Very clear main idea Very interesting Well supported Answers the prompt well
  3. The essays were graded using a rubric to assess: Language & Style Good range of vocabulary and grammar Clear and concise Only a few errors Organization Well written thesis Organization is clear Good topic and concluding sentences Logically presented details Correct MLA and formatting Content Very focused Very clear main idea Very interesting Well supported Answers the prompt well
  4. used in Arnold et al. 2009
  5. 4 groups had more stylistic than formal changes
  6. 4 groups had more stylistic than formal changes
  7. 41% were unsure if it improved their writing overall Content, style, 25% unsure Language 37% unsure
  8. There were 2 questions about the roles did it help everyone contribute equally and did it make collaboration harder/ 25% Thought the roles made it harder 25% were unsure. For the = participation, people either agreed or disagreed.
  9. used in Arnold et al. 2009
  10. used in Arnold et al. 2009 she calls these stylistic changes . including paraphrases, deletions that require the reading to make inferences, additions that make things more explicit, substitute words of equal meaning, rearrange phrases without changing the meaning, length or shorten ideas Substitution was often for a better word get -> become
  11. used in Arnold et al. 2009 she calls these stylistic changes . including paraphrases, deletions that require the reading to make inferences, additions that make things more explicit, substitute words of equal meaning, rearrange phrases without changing the meaning, length or shorten ideas Substitution was often for a better word get -> become