By Kathleen M. Hunzer
Even though such a lot writing teachers recognize some great benefits of collaborative studying and writing in university writing sessions, many stay not sure find out how to enforce collaborative ideas effectively within the lecture room. This assortment offers a variety of voices that handle the "how tos" of collaborative studying and writing by means of addressing key issues in regards to the method. clean essays give some thought to the significance of collaborative paintings and peer overview, the easiest how you can decide on teams in periods, integration of collaborative studying recommendations into digital environments, even if crew studying and writing are applicable for all writing sessions, and methods specified populations can reap the benefits of collaborative actions. regardless of its demanding situations, collaborative studying can turn out remarkably potent and this examine presents the recommendation to make it paintings easily and effectively.
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Additional resources for Collaborative Learning and Writing: Essays on Using Small Groups in Teaching English and Composition
The major difference was how the questions were framed, as these placed the direction of the peer review session into the hands of the writer. No longer would writers be allowed to sit quietly, check text messages, or brieﬂy look over their paper while peers read the draft and wrote responses on peer review sheets. Now, the writer is the one who asks peers the questions on the sheet. She is the one responsible for maintaining the discussion, encouraging peers to elaborate on comments and suggestions.
Similarly, this means that students are also familiar with peer review, whether it is a positive or negative experience for them. ” that “[a]fter surveying the Composition students at her school and analyzing the resulting data, the ﬁndings clearly demonstrated that when peer review became an essential component of the class, was conducted regularly, and those sessions were conducted in the classroom, students were more likely to consider it a positive experience” (77). Therefore, it may not be the practice itself but instructors’ approaches to it that made the experience positive or negative for the students.
Funny? Thought-provoking? Surprising? We feel that it is important to note that most of the students did consult this list of questions during their peer review sessions, but they knew that these questions were intended to inspire discussion and were not meant to be answered, in writing, by the reviewer. Indeed, when the students realized that they did not have to write answers to the questions and, further, that the only person who should be writing anything was the writer (in order to keep track of plans for revision), students were able to concentrate on the content of the paper rather than writing out answers to questions.
Collaborative Learning and Writing: Essays on Using Small Groups in Teaching English and Composition by Kathleen M. Hunzer