Collaborative Writing Project Research Articles

Exploring Technology-Supported Peer-Written Feedback in an L2 Chinese Collaborative Writing Project in Google Docs

Exploring Technology-Supported Peer-Written Feedback in an L2 Chinese Collaborative Writing Project in Google Docs

On the Use of Video Description in an Online Collaborative Writing Project with ESP Learners of Tourism Studies

This paper shows the results of a teaching innovation project, which consisted in providing students with a video description task, by which they could practise their written skills in a collaborative fashion in their English for Tourism university studies ― which enables them to obtain a B2 level. A total of 35 adult volunteers participated in this two-month project. Following a task-based approach, and by taking techniques from of audio description, students had to write, in pairs, the script of a touristic promotion clip of Iceland, providing an attractive and accurate description of the images that appeared on the screen, that is, situations proper of the tourism industry. In the second phase of peer review, students had to assess the other pairs’ descriptions, and, finally, once revised by themselves and by the teachers, they had to vote for the best ones, with the aid of a rubric that helped them identify the main landmarks to take into account (lexicon, accuracy, etc.). The results show that the students not only enjoyed the task, which increased their motivation for writing in English, but they also obtained better results in the final exam tests than those who did not participate in this collaborative task.

Collaborative Writing Projects: Set Yourself up for Success.

This article will review critical components for the successful completion of a multi-institution, multiauthor collaborative paper. Best practices for the creation and publication of a collaborative paper will be addressed.

Exploring the Perspectives of Pre-University Students on Authentic Collaborative Writing Project

Exploring the Perspectives of Pre-University Students on Authentic Collaborative Writing Project

Leaner Perspectives toward Collaborative Writing Projects Using SNSs in an EFL College Context

The ultimate goal of this study is to explore how EFL learners react to collaborative writing projects in an EFL context using online mode. Also, the study aims to explore learners’ general perspectives about collaboration. According to the data, the participants of the present study showed positive attitudes toward using Kakaotalk and Google Plus in their collaborations. However, they also recognized the importance of including offline discussion as well. In terms of learners’ general perspectives toward a collaborative writing project, the participants in general reported positive attitudes toward it.

WikiTextbooks: Designing Your Course Around a Collaborative Writing Project

We have used wiki technology to support large-scale, collaborative writing projects in which the students build reference texts (called WikiTextbooks). The goal of this paper is to prepare readers to adapt this idea for their own courses. We give examples of the implementation of WikiTextbooks in a variety of courses, including lecture and discovery-based courses. We discuss the kinds of challenges that WikiTextbooks address and focus on critical design decisions. Finally, we conclude with a suggested template wiki project that is approachable for new users and appropriate for many course structures.

Bridging the Gap: Contextualizing Professional Ethics in Collaborative Writing Projects

Bridging the Gap: Contextualizing Professional Ethics in Collaborative Writing Projects

Chemistry and Writing: A Collaborative Writing Project

The ability to express oneself clear ly is crucial in the field of chem istry, where complex ideas are often conveyed using brief statements or simple physical models. In particular, a chemist must have effective writing skills to communicate findings in undergradu ate laboratories, graduate school, and eventually in publications (Wallner and Latosi-Sawin 1999). In the undergradu ate curriculum, however, the skills learned in writing courses do not become fully integrated into the students' devel opment as a scientist (Kovac 1999; Bunting 1999). I have seen evidence of this disparity in laboratory reports written by upper-level chemistry students who still have prob lems with grammar and lack the ability to express their ideas. To emphasize the connection between effective writing skills and chemistry training early in the curriculum, I have incorporated a collab orative writing project into the second semester general chemistry course at Adrian College. I have explored the connection between successful writing and critical thinking skills, particularly the higher order think ing processes of analysis and synthesis (Vygotsky 1962; Emig 1977), as my col leagues and I have recently taken deliber ate steps to improve the quality of student