fbpx
Wikipedia

Collaborative writing

August 21, 2023

Collaborative writing, or collabwriting is a method of group work that takes place in the workplace and in the classroom. Researchers expand the idea of collaborative writing beyond groups working together to complete a writing task. Collaboration can be defined as individuals communicating, whether orally or in written form, to plan, draft, and revise a document. The success of collaboration in group work is often incumbent upon a group's agreed upon plan of action. At times, success in collaborative writing is hindered by a group's failure to adequately communicate their desired strategies.[1]

Definition

Collaborative writing refers to a distributed process of labor involving writing, resulting in the co-authorship of a text by more than one writer.[2][3][4]

  • Interaction between participants throughout the entire writing process. Whether it be brainstorming, writing a draft of the project, or reviewing.
  • Shared power among participants. Everyone included in the project has the power to make decisions and no group member is in charge of all the text produced.
  • The collaborative production of one single and specific text.[5]

Collaborative writing is often the norm, rather than the exception, in many academic and workplace settings.[6][7] Some theories of collaborative writing suggest that in the writing process, all participants are to have equal responsibilities. In this view, all sections of the text should be split up to ensure the workload is evenly displaced, all participants work together and interact throughout the writing process, everyone contributes to planning, generating ideas, making structure of text, editing, and the revision process.[8] Other theories of collaborative writing propose a more flexible understanding of the workflow that accounts for varying contribution levels depending on the expertise, interest, and role of participants.[9]

History

In Rhetoric, Composition, and Writing Studies, scholars have demonstrated how collaborative learning in U.S. contexts has been informed by John Dewey’s progressivism in the early twentieth century.[10] Collaboration and collaborative writing gained traction in these fields in the 1980s especially, as researchers reacted to poststructuralist theories related to social constructionism and began theorizing more social views of writing.[11]

Types

Collaborative writing processes are extremely context-dependent.[12] In scholarship, on both academic and business writing, multiple terminologies have been identified for collaborative writing processes, including:

  • Single-author writing or collegial: one person is leading, they compile the group ideas and do the writing.[13][14]
  • Sequential writing: each person adds their task work then passes it on for the next person to edit freely.[13]
  • Horizontal-division or parallel writing: each person does one part of the whole project and then one member compiles it.[13][4]
  • Stratified-division writing: each person plays a role in the composition process of a project due to talents.[13]
  • Reactive or reciprocal writing: group all works on and writes the project at the same time, adjusting and commenting on everyone's work.[13][15]
 
Collaborative writing may occur in face-to-face settings, when writers gather together in a shared location, or in digital settings when writers are separated by both time and distance

Uses of collaborative writing

Collaborative writing may be used in instances where a workload would be overwhelming for one person to produce. Therefore, ownership of the text is from the group that produced it and not just one person.

In 2012, Bill Tomlinson and colleagues provided the first extensive discussion of the experiential aspects of large-scale collaborative research by documenting the collaborative development process of an academic paper written by a collective of thirty authors; their work identifies key tools and techniques that would be necessary or useful to the writing process, and to discover, negotiate, and document issues in massively authored scholarship. [15]

In 2016, Researchers Joy Robinson, Lisa Dusenberry, and Lawrence M. Halcyon conducted a case study investigating the productivity of a team of writers who utilized the practice of interlaced collaborative writing and found that the team was able to produce a published article, a two-year grant proposal, a digital and physical poster, a midterm research report, and conference presentation over the course of three years. The writers used virtual tools such as Google Hangouts' voice feature for group check-ins, to hold group discussions, and to write as a group. Google Docs was used to allow each team member to edit and add writing to a shared document throughout the writing process.[16]

Another motive for using collaborative writing is to increase the quality of the completed project by combining the expertise of multiple individuals and for allowing feedback from diverse perspectives. Collaborative writing has been proven to be an effective method of improving an individual's writing skills, regardless of their proficiency level, by allowing them to collaborate and learn from one or more partners and participate in the co-ownership of a written piece. Instructors may utilize this technique to create more student-centered and collaborative learning environments, or they may use it themselves to cross-collaborate with other academics to produce publishable works.[17]

Views on collaborative writing

Linguist Neomy Storch, in a 2005 Australian study, discovered that reflections pertaining to collaborative writing in regards to second language learners in the classroom were overwhelmingly positive. The study compared the nature of collaborative writing of individual work versus that of group work, and Storch found that although paired groups wrote shorter texts, their work was more complex and accurate compared to individual works. The study consisted of 23 total participants: 5 doing individual work and 18 working in pairs. The pairs consisted of two male pairs, four female pairs and three male/female pairs. Post-assignment interviews revealed that the majority of students (16) yielded positive opinions about group work, but two students felt that group work is best reserved for oral activities and discussions rather than writing assignments.[18] The majority of interviewees gave positive reviews, but one argued that group work was difficult when it came to criticizing another's work and another argued that there is a power imbalance when writing is based on ability. The two students who were stark opponents of collaborative writing revealed that it was hard to concentrate on their work and they were embarrassed by their supposedly poor English skills.[18]

Jason Palmeri found that when it came to inter-professional collaboration, most of the issues stemmed from miscommunication. In differing disciplines, one person may have a level of expertise and understanding that is foreign to another. Palmeri's study provided the example of a nurse and an attorney having different areas of expertise, so therefore they had differing understanding of concepts and even the meaning of the same words. While much of the issues resulted from miscommunication, the study found that some nurse consultants resisted change in terms of altering their writing style to fit the understanding or standards of the attorneys.[19]

Obstacles to collaborative work include a writers' inability to find time to meet with the rest of the group, personal preferences for organization and writing process, and a fear of being criticized.[20]

Collaborative writing as an educational tool

Collaborative writing is a technique used by educators to improve the writing skills of students. This method can assist writers of all ages and levels of proficiency to produce texts of a higher quality with students having a generally positive view of the assignment.[21] Typically, collaborative writing in a classroom setting differs from cooperation or peer-review in that it is defined by the co-authorship of the participants, meaning the students contribute equally at all stages of the writing process to produce the final project.[22] Collaborative writing requires cooperation, which causes more language related episodes through assigning tasks, comparing ideas, and revising the text. It typically results in more accurate language usage,[23] and it can even improve oral fluency and confidence in speaking in the target language.[24] Students also feel higher levels of motivation to complete the task due to the group interaction. [25]

Scholarly research featuring the practice of collaborative writing in educational settings began in the early 1900s with a focus specifically on language acquisition. Researchers found that the language exchanges used by participants to generate the texts were beneficial, and they called these language related episodes.[26] This is because learners could socialize in their first language or the language they were learning while deliberating ideas, justifying linguistic choices, and negotiating meaning, allowing for students to learn from each other and forcing them to analyze choices.[27] While worksheets seem to focus on linguistical structures, such as conjugation, collaborative writing focuses on the lexis.[28] The co-creative nature of this knowledge allows for it to be maintained.[29] Even if parts of the conversing is in the students' primary language during these group interactions, evidence shows that the actions are transactional and brief with a focus on bettering the target language.[30]

The grouping of the students is significant. Larger groups seem to produce better texts and have more language related episodes.[31] Students in groups of low proficiency will have fewer language related episodes and focus on meaning, while students with higher proficiency will have more language related episodes and focus on grammar. It is still beneficial to pair students of high proficiency with students of low proficiency because they will have more language related episodes. However, it is most effective to pair or group students with similar proficiency levels because they will engage more with each other and with the collaborative writing task.[32] Teacher-chosen groups and student-chosen groups seem to result in the same collaborative patterns, but teacher chosen groups will have more language related episodes and result in a higher quality of final text. [33] Following that, students collaborate the most in face-to-face settings opposed to using to online formats with collaborative tools. [34] Surprisingly, one study shows that even silent group members who do not contribute to the discussion or the task completion still benefit from collaborative writing through observing the exchanges from their peers. [35]

Some students may prefer individual writing since the process is more linear and less time-consuming with fewer opportunities for distractions. A student's view on collaborative writing may also be shaped by their experiences. If there are more transactional experiences, such as adding or deleting text with no group deliberation, students will likely prefer to work alone. Likewise, the final text will typically lack synthesis because there was not a collaborative relationship within the group. [36] Generally, higher amounts of group discussion results in a more positive view on the collaborative writing assignment.[37] Students may still chose not to collaborate or contribute to the task due to a lack of confidence in their language skills and may dislike collaborative writing as a result.[38]

Collaborative writing in the workplace

A study conducted by Stephen Bremner, an English professor at the City University of Hong Kong, investigated eight business communication textbooks to test the depth in which they provided students with a knowledge of collaborative writing in the workplace and how to execute those processes. The study found that, generally, textbooks highlighted the role of collaborative writing in the workplace. Textbooks listed the pros of collaborative writing such as saving time, more superior documents due to each individual's strengths and specialized knowledge, a well-crafted message due to team work, balanced abilities, and an interest in accomplishing a common goal.[39]

The article claimed that the textbooks examined gave students a basic knowledge of collaboration in the workplace, but they also lacked the information that showed students the realities of collaborative writing in the workplace with few activities presented in the textbooks that mirror collaborative activities in the workplace. Much of the activities that featured group work seemed more idealistic rather than based in reality, where the writing process occurred in only controlled and orderly environments. Bremner also found that group work in the classroom also did not properly simulate the power hierarchies present in the workplace.[39]

Jason Palmeri found that when it came to inter-professional collaboration, most of the issues stemmed from miscommunication. In differing disciplines, one person may have a level of expertise and understanding that is foreign to another.[40] The article gave the example of a nurse and an attorney having different areas of expertise, so therefore they had differing understanding of concepts and even the meaning of the same words. While much of the issues resulted from miscommunication, the article claimed that some nurse consultants resisted change in terms of altering their writing style to fit the understanding or standards of the attorneys.[41]

Tools

Authorship

See also: Joint authorship

An author acquires copyright if their work meets certain criteria. In the case of works created by one person, typically, the first owner of a copyright in that work is the person who created the work, i.e. the author. But, when more than one person creates the work in collaboration with one another, then a case of joint authorship can be made provided some criteria are met.

See also

References

  1. ^ Bremner, Stephen (2010-04-01). "Collaborative writing: Bridging the gap between the textbook and the workplace". English for Specific Purposes. 29 (2): 121–132. doi:10.1016/j.esp.2009.11.001. ISSN 0889-4906.
  2. ^ Storch, Neomy (2013). "Collaborative Writing in L2 Classrooms". Multilingual Matters.
  3. ^ Lowry, P.B.; Curtis, A.; Lowry, M.R. (2004). "Building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice". Journal of Business Communication. 41 (1): 66–99. doi:10.1177/0021943603259363. S2CID 15241066.
  4. ^ a b Sharples, M., Goodlet, J. S., Beck, E. E., Wood, C. C., Easterbook, S M., & Plowman, L. (1993). Research issues in the study of computer supported collaborative writing. In M. Sharples (ed.) Computer supported collaborative writing. London: Springer, 9-28.
  5. ^ Storch, Neomy (2013-07-04). Collaborative Writing in L2 Classrooms. Multilingual Matters. doi:10.21832/9781847699954. ISBN 978-1-84769-995-4.
  6. ^ Ede, Lisa S.; Lunsford, Andrea A. (1992). Singular texts/plural authors : perspectives on collaborative writing. Carbondale: Southern Illinois University Press. ISBN 0809317931. OCLC 23768261.
  7. ^ Schindler, Kirsten and Wolfe, Joanna "Beyond single authors: Organizational text production as collaborative writing" Handbook of writing and text production. Berlin: De Gruyter, Mouton, 2014 p. 160
  8. ^ Lundsford, Andrea (1991). "Collaboration, Control, and the Idea of a Writing Center" (PDF). The Writing Center Journal. 12 (1): 3–10.
  9. ^ Singh-Gupta, Vidya (May 1996). "Preparing Students for Teamwork through Collaborative Writing and Peer Review Techniques" (PDF). Teaching English in the Two-Year College. 23: 127–136.
  10. ^ Holt, Mara (2018). Collaborative learning as democratic practice: A history. Urbana, Illinois: National Council of Teachers of English. ISBN 978-0-8141-0730-0.
  11. ^ Encyclopedia of rhetoric and composition : communication from ancient times to the information age. Theresa Enos. New York. 1996. ISBN 0-8240-7200-6. OCLC 33276421.{{cite book}}: CS1 maint: location missing publisher (link) CS1 maint: others (link)
  12. ^ Sharples, M.; Goodlet, J. S.; Beck, E. E.; Wood, C. C.; Easterbrook, S. M.; Plowman, L. (1993), "Research Issues in the Study of Computer Supported Collaborative Writing", Computer Supported Collaborative Writing, Springer London, pp. 9–28, doi:10.1007/978-1-4471-2007-0_2, ISBN 9783540197829
  13. ^ a b c d e Lowry, Paul Benjamin; Curtis, Aaron; Lowry, Michelle René (2004-01-01). "Building a Taxonomy and Nomenclature of Collaborative Writing to Improve Interdisciplinary Research and Practice". The Journal of Business Communication. 41 (1): 66–99. doi:10.1177/0021943603259363. ISSN 0021-9436. S2CID 15241066.
  14. ^ Hart, Richard L (September 2000). "Co-authorship in the academic library literature: A survey of attitudes and behaviors". The Journal of Academic Librarianship. 26 (5): 339–345. doi:10.1016/s0099-1333(00)00140-3. ISSN 0099-1333.
  15. ^ a b Tomlinson, Bill; et al. (2012). Massively distributed authorship of academic papers. 2012 ACM annual conference on Human Factors in Computing Systems Extended Abstracts. Austin, Texas, USA. pp. 11–20. doi:10.1145/2212776.2212779.
  16. ^ Robinson, Joy; Dusenberry, Lisa; Lawrence, Halcyon M. (October 2016). "Collaborative strategies for distributed teams: Innovation through interlaced collaborative writing". 2016 IEEE International Professional Communication Conference (IPCC). Austin, TX, USA: IEEE. pp. 1–9. doi:10.1109/IPCC.2016.7740489. ISBN 9781509017614. S2CID 12405890.
  17. ^ Pham, Vu Phi Ho (January 2021). "The Effects of Collaborative Writing on Students' Writing Fluency: An Efficient Framework for Collaborative Writing". SAGE Open. 11 (1): 215824402199836. doi:10.1177/2158244021998363. ISSN 2158-2440. S2CID 232484423.
  18. ^ a b Storch, Neomy (2005-09-01). "Collaborative writing: Product, process, and students' reflections". Journal of Second Language Writing. 14 (3): 153–173. doi:10.1016/j.jslw.2005.05.002. ISSN 1060-3743. S2CID 1256668.
  19. ^ Palmeri, Jason (2004-01-01). "When Discourses Collide: A Case Study of Interprofessional Collaborative Writing in a Medically Oriented Law Firm". The Journal of Business Communication. 41 (1): 37–65. doi:10.1177/0021943603259582. ISSN 0021-9436. S2CID 145397761.
  20. ^ Jones, Darolyn Lyn; Jones, James W.; Murk, Peter J. (2012). "Writing collaboratively: Priority, practice, and process". Adult Learning. 23 (2): 90–93.
  21. ^ Storch, Neomy (September 2005). "Collaborative writing: Product, process, and students' reflections". Journal of Second Language Writing. 14 (3): 153–173. doi:10.1016/j.jslw.2005.05.002. ISSN 1060-3743. S2CID 1256668.
  22. ^ Storch, Neomy (January 2019). "Collaborative writing". Language Teaching. 52 (1): 40–59. doi:10.1017/S0261444818000320. ISSN 0261-4448. S2CID 232397924.
  23. ^ Storch, Neomy; Wigglesworth, Gillian (2006-12-31), "Chapter 8. Writing Tasks: The Effects of Collaboration", Investigating Tasks in Formal Language Learning, Multilingual Matters, pp. 157–177, doi:10.21832/9781853599286-011, ISBN 9781853599286, retrieved 2022-03-27
  24. ^ Shehadeh, Ali (December 2011). "Effects and student perceptions of collaborative writing in L2". Journal of Second Language Writing. 20 (4): 286–305. doi:10.1016/j.jslw.2011.05.010. ISSN 1060-3743.
  25. ^ King, Carla (1 April 2014). "6 Great Self-Publishing Tools for Small Press and Author Co-Ops". PBS.org. Retrieved 10 May 2015.
  26. ^ Kowal, Maria; Swain, Merrill (January 1994). "Using collaborative language production tasks to promote students' language awareness1". Language Awareness. 3 (2): 73–93. doi:10.1080/09658416.1994.9959845. ISSN 0965-8416. S2CID 145407350.
  27. ^ Antón, Marta; DiCamilla, Frederick (1998-04-01). "Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom". The Canadian Modern Language Review. 54 (3): 314–342. doi:10.3138/cmlr.54.3.314. ISSN 0008-4506.
  28. ^ Storch, Neomy (September 1998). "Comparing Second Language Learners' Attention to Form Across Tasks". Language Awareness. 7 (4): 176–191. doi:10.1080/09658419808667108. ISSN 0965-8416.
  29. ^ SWAIN, MERRILL; LAPKIN, SHARON (September 1998). "Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together". The Modern Language Journal. 82 (3): 320–337. doi:10.1111/j.1540-4781.1998.tb01209.x. ISSN 0026-7902.
  30. ^ Storch, Neomy; Wigglesworth, Gillian (2003-12-01). "Is There a Role for the Use of the L1 in an L2 Setting?". TESOL Quarterly. 37 (4): 760. doi:10.2307/3588224. ISSN 0039-8322. JSTOR 3588224.
  31. ^ Fernández Dobao, Ana (March 2012). "Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work". Journal of Second Language Writing. 21 (1): 40–58. doi:10.1016/j.jslw.2011.12.002. ISSN 1060-3743.
  32. ^ Storch, Neomy; Aldosari, Ali (2012-10-16). "Pairing learners in pair work activity". Language Teaching Research. 17 (1): 31–48. doi:10.1177/1362168812457530. ISSN 1362-1688. S2CID 145674614.
  33. ^ Mozaffari, Seyedeh Hamideh (2016-04-11). "Comparing student-selected and teacher-assigned pairs on collaborative writing". Language Teaching Research. 21 (4): 496–516. doi:10.1177/1362168816641703. ISSN 1362-1688. S2CID 146916799.
  34. ^ Rouhshad, Amir; Storch, Neomy (2016-02-26), "10. A focus on mode", Peer Interaction and Second Language Learning, Language Learning & Language Teaching, Amsterdam: John Benjamins Publishing Company, vol. 45, pp. 267–289, doi:10.1075/lllt.45.11rou, ISBN 978-90-272-1332-7, retrieved 2022-03-27
  35. ^ Dobao, Ana Fernández (2016-02-26), "1. Peer interaction and learning", Peer Interaction and Second Language Learning, Language Learning & Language Teaching, Amsterdam: John Benjamins Publishing Company, vol. 45, pp. 33–61, doi:10.1075/lllt.45.02fer, ISBN 978-90-272-1332-7, retrieved 2022-03-27
  36. ^ Strobl, Carola (2014-01-31). "Affordances of Web 2.0 Technologies for Collaborative Advanced Writing in a Foreign Language". CALICO Journal. 31 (1): 1–18. doi:10.11139/cj.31.1.1-18. ISSN 0742-7778.
  37. ^ McDonough, Kim; Crawford, William J.; De Vleeschauwer, Jindarat (2016-02-26), "7. Thai EFL learners' interaction during collaborative writing tasks and its relationship to text quality", Peer Interaction and Second Language Learning, Language Learning & Language Teaching, Amsterdam: John Benjamins Publishing Company, vol. 45, pp. 185–208, doi:10.1075/lllt.45.08mcd, ISBN 978-90-272-1332-7, retrieved 2022-03-27
  38. ^ Storch, Neomy (2005-09-01). "Collaborative writing: Product, process, and students' reflections". Journal of Second Language Writing. 14 (3): 153–173. doi:10.1016/j.jslw.2005.05.002. ISSN 1060-3743. S2CID 1256668.
  39. ^ a b Bremner, Stephen (2010-04-01). "Collaborative writing: Bridging the gap between the textbook and the workplace". English for Specific Purposes. 29 (2): 121–132. doi:10.1016/j.esp.2009.11.001. ISSN 0889-4906.
  40. ^ Palmeri, Jason (2004-01-01). "When Discourses Collide: A Case Study of Interprofessional Collaborative Writing in a Medically Oriented Law Firm". The Journal of Business Communication. 41 (1): 37–65. doi:10.1177/0021943603259582. ISSN 0021-9436. S2CID 145397761.
  41. ^ Storch, Neomy (2005-09-01). "Collaborative writing: Product, process, and students' reflections". Journal of Second Language Writing. 14 (3): 153–173. doi:10.1016/j.jslw.2005.05.002. ISSN 1060-3743. S2CID 1256668.
  42. ^ King, Carla (1 April 2014). "6 Great Self-Publishing Tools for Small Press and Author Co-Ops". PBS.org. Retrieved 10 May 2015.
  43. ^ "Getting Started with Atlas". GitHub. Retrieved 25 August 2018.
  44. ^ "GitLab About - Built with GitLab". Retrieved 10 May 2015.
  45. ^ Lomas, Natasha (2014-09-22). "Authorea Nabs $610k For Its Bid To Become A 'Google Docs For Scientists'". TechCrunch.

Further reading

  • Paul Benjamin Lowry's papers on collaborative writing.
  • Lisa S. Ede, Andrea A. Lunsford (1991). "Singular Texts/plural Authors: Perspectives on Collaborative Writing".

August 21, 2023
collaborative, writing, collabwriting, method, group, work, that, takes, place, workplace, classroom, researchers, expand, idea, collaborative, writing, beyond, groups, working, together, complete, writing, task, collaboration, defined, individuals, communicat. Collaborative writing or collabwriting is a method of group work that takes place in the workplace and in the classroom Researchers expand the idea of collaborative writing beyond groups working together to complete a writing task Collaboration can be defined as individuals communicating whether orally or in written form to plan draft and revise a document The success of collaboration in group work is often incumbent upon a group s agreed upon plan of action At times success in collaborative writing is hindered by a group s failure to adequately communicate their desired strategies 1 Contents 1 Definition 2 History 3 Types 4 Uses of collaborative writing 5 Views on collaborative writing 6 Collaborative writing as an educational tool 7 Collaborative writing in the workplace 7 1 Tools 8 Authorship 9 See also 10 References 11 Further readingDefinition EditCollaborative writing refers to a distributed process of labor involving writing resulting in the co authorship of a text by more than one writer 2 3 4 Interaction between participants throughout the entire writing process Whether it be brainstorming writing a draft of the project or reviewing Shared power among participants Everyone included in the project has the power to make decisions and no group member is in charge of all the text produced The collaborative production of one single and specific text 5 Collaborative writing is often the norm rather than the exception in many academic and workplace settings 6 7 Some theories of collaborative writing suggest that in the writing process all participants are to have equal responsibilities In this view all sections of the text should be split up to ensure the workload is evenly displaced all participants work together and interact throughout the writing process everyone contributes to planning generating ideas making structure of text editing and the revision process 8 Other theories of collaborative writing propose a more flexible understanding of the workflow that accounts for varying contribution levels depending on the expertise interest and role of participants 9 History EditIn Rhetoric Composition and Writing Studies scholars have demonstrated how collaborative learning in U S contexts has been informed by John Dewey s progressivism in the early twentieth century 10 Collaboration and collaborative writing gained traction in these fields in the 1980s especially as researchers reacted to poststructuralist theories related to social constructionism and began theorizing more social views of writing 11 Types EditCollaborative writing processes are extremely context dependent 12 In scholarship on both academic and business writing multiple terminologies have been identified for collaborative writing processes including Single author writing or collegial one person is leading they compile the group ideas and do the writing 13 14 Sequential writing each person adds their task work then passes it on for the next person to edit freely 13 Horizontal division or parallel writing each person does one part of the whole project and then one member compiles it 13 4 Stratified division writing each person plays a role in the composition process of a project due to talents 13 Reactive or reciprocal writing group all works on and writes the project at the same time adjusting and commenting on everyone s work 13 15 Collaborative writing may occur in face to face settings when writers gather together in a shared location or in digital settings when writers are separated by both time and distanceUses of collaborative writing EditCollaborative writing may be used in instances where a workload would be overwhelming for one person to produce Therefore ownership of the text is from the group that produced it and not just one person In 2012 Bill Tomlinson and colleagues provided the first extensive discussion of the experiential aspects of large scale collaborative research by documenting the collaborative development process of an academic paper written by a collective of thirty authors their work identifies key tools and techniques that would be necessary or useful to the writing process and to discover negotiate and document issues in massively authored scholarship 15 In 2016 Researchers Joy Robinson Lisa Dusenberry and Lawrence M Halcyon conducted a case study investigating the productivity of a team of writers who utilized the practice of interlaced collaborative writing and found that the team was able to produce a published article a two year grant proposal a digital and physical poster a midterm research report and conference presentation over the course of three years The writers used virtual tools such as Google Hangouts voice feature for group check ins to hold group discussions and to write as a group Google Docs was used to allow each team member to edit and add writing to a shared document throughout the writing process 16 Another motive for using collaborative writing is to increase the quality of the completed project by combining the expertise of multiple individuals and for allowing feedback from diverse perspectives Collaborative writing has been proven to be an effective method of improving an individual s writing skills regardless of their proficiency level by allowing them to collaborate and learn from one or more partners and participate in the co ownership of a written piece Instructors may utilize this technique to create more student centered and collaborative learning environments or they may use it themselves to cross collaborate with other academics to produce publishable works 17 Views on collaborative writing EditLinguist Neomy Storch in a 2005 Australian study discovered that reflections pertaining to collaborative writing in regards to second language learners in the classroom were overwhelmingly positive The study compared the nature of collaborative writing of individual work versus that of group work and Storch found that although paired groups wrote shorter texts their work was more complex and accurate compared to individual works The study consisted of 23 total participants 5 doing individual work and 18 working in pairs The pairs consisted of two male pairs four female pairs and three male female pairs Post assignment interviews revealed that the majority of students 16 yielded positive opinions about group work but two students felt that group work is best reserved for oral activities and discussions rather than writing assignments 18 The majority of interviewees gave positive reviews but one argued that group work was difficult when it came to criticizing another s work and another argued that there is a power imbalance when writing is based on ability The two students who were stark opponents of collaborative writing revealed that it was hard to concentrate on their work and they were embarrassed by their supposedly poor English skills 18 Jason Palmeri found that when it came to inter professional collaboration most of the issues stemmed from miscommunication In differing disciplines one person may have a level of expertise and understanding that is foreign to another Palmeri s study provided the example of a nurse and an attorney having different areas of expertise so therefore they had differing understanding of concepts and even the meaning of the same words While much of the issues resulted from miscommunication the study found that some nurse consultants resisted change in terms of altering their writing style to fit the understanding or standards of the attorneys 19 Obstacles to collaborative work include a writers inability to find time to meet with the rest of the group personal preferences for organization and writing process and a fear of being criticized 20 Collaborative writing as an educational tool EditCollaborative writing is a technique used by educators to improve the writing skills of students This method can assist writers of all ages and levels of proficiency to produce texts of a higher quality with students having a generally positive view of the assignment 21 Typically collaborative writing in a classroom setting differs from cooperation or peer review in that it is defined by the co authorship of the participants meaning the students contribute equally at all stages of the writing process to produce the final project 22 Collaborative writing requires cooperation which causes more language related episodes through assigning tasks comparing ideas and revising the text It typically results in more accurate language usage 23 and it can even improve oral fluency and confidence in speaking in the target language 24 Students also feel higher levels of motivation to complete the task due to the group interaction 25 Scholarly research featuring the practice of collaborative writing in educational settings began in the early 1900s with a focus specifically on language acquisition Researchers found that the language exchanges used by participants to generate the texts were beneficial and they called these language related episodes 26 This is because learners could socialize in their first language or the language they were learning while deliberating ideas justifying linguistic choices and negotiating meaning allowing for students to learn from each other and forcing them to analyze choices 27 While worksheets seem to focus on linguistical structures such as conjugation collaborative writing focuses on the lexis 28 The co creative nature of this knowledge allows for it to be maintained 29 Even if parts of the conversing is in the students primary language during these group interactions evidence shows that the actions are transactional and brief with a focus on bettering the target language 30 The grouping of the students is significant Larger groups seem to produce better texts and have more language related episodes 31 Students in groups of low proficiency will have fewer language related episodes and focus on meaning while students with higher proficiency will have more language related episodes and focus on grammar It is still beneficial to pair students of high proficiency with students of low proficiency because they will have more language related episodes However it is most effective to pair or group students with similar proficiency levels because they will engage more with each other and with the collaborative writing task 32 Teacher chosen groups and student chosen groups seem to result in the same collaborative patterns but teacher chosen groups will have more language related episodes and result in a higher quality of final text 33 Following that students collaborate the most in face to face settings opposed to using to online formats with collaborative tools 34 Surprisingly one study shows that even silent group members who do not contribute to the discussion or the task completion still benefit from collaborative writing through observing the exchanges from their peers 35 Some students may prefer individual writing since the process is more linear and less time consuming with fewer opportunities for distractions A student s view on collaborative writing may also be shaped by their experiences If there are more transactional experiences such as adding or deleting text with no group deliberation students will likely prefer to work alone Likewise the final text will typically lack synthesis because there was not a collaborative relationship within the group 36 Generally higher amounts of group discussion results in a more positive view on the collaborative writing assignment 37 Students may still chose not to collaborate or contribute to the task due to a lack of confidence in their language skills and may dislike collaborative writing as a result 38 Collaborative writing in the workplace EditA study conducted by Stephen Bremner an English professor at the City University of Hong Kong investigated eight business communication textbooks to test the depth in which they provided students with a knowledge of collaborative writing in the workplace and how to execute those processes The study found that generally textbooks highlighted the role of collaborative writing in the workplace Textbooks listed the pros of collaborative writing such as saving time more superior documents due to each individual s strengths and specialized knowledge a well crafted message due to team work balanced abilities and an interest in accomplishing a common goal 39 The article claimed that the textbooks examined gave students a basic knowledge of collaboration in the workplace but they also lacked the information that showed students the realities of collaborative writing in the workplace with few activities presented in the textbooks that mirror collaborative activities in the workplace Much of the activities that featured group work seemed more idealistic rather than based in reality where the writing process occurred in only controlled and orderly environments Bremner also found that group work in the classroom also did not properly simulate the power hierarchies present in the workplace 39 Jason Palmeri found that when it came to inter professional collaboration most of the issues stemmed from miscommunication In differing disciplines one person may have a level of expertise and understanding that is foreign to another 40 The article gave the example of a nurse and an attorney having different areas of expertise so therefore they had differing understanding of concepts and even the meaning of the same words While much of the issues resulted from miscommunication the article claimed that some nurse consultants resisted change in terms of altering their writing style to fit the understanding or standards of the attorneys 41 Tools Edit Atlas is a wiki like git managed authoring platform from O Reilly Media 42 43 that is based on the open source web based Git repository manager version control system GitLab 44 For collaborative code writing mostly revision control systems like Team Foundation Version Control used in Team Foundation Server and Git used in GitHub Bitbucket GitLab and CodePlex are used in parallel writing Collaborative real time editors like Etherpad Hackpad Google Docs Microsoft Office and Authorea 45 Online platforms mainly focused on collaborative fiction that allow other users to continue a story s narrative such as Protagonize and Ficly Wikis like Wikipedia and Wikia Authorship EditSee also Joint authorship An author acquires copyright if their work meets certain criteria In the case of works created by one person typically the first owner of a copyright in that work is the person who created the work i e the author But when more than one person creates the work in collaboration with one another then a case of joint authorship can be made provided some criteria are met See also EditCollaborative editing Content management system CMS Document collaboration Document management system Job sharing Joint authorship Mass collaboration Networked book New Worlds Project Online word processors Project management Real time textReferences Edit Bremner Stephen 2010 04 01 Collaborative writing Bridging the gap between the textbook and the workplace English for Specific Purposes 29 2 121 132 doi 10 1016 j esp 2009 11 001 ISSN 0889 4906 Storch Neomy 2013 Collaborative Writing in L2 Classrooms Multilingual Matters Lowry P B Curtis A Lowry M R 2004 Building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice Journal of Business Communication 41 1 66 99 doi 10 1177 0021943603259363 S2CID 15241066 a b Sharples M Goodlet J S Beck E E Wood C C Easterbook S M amp Plowman L 1993 Research issues in the study of computer supported collaborative writing In M Sharples ed Computer supported collaborative writing London Springer 9 28 Storch Neomy 2013 07 04 Collaborative Writing in L2 Classrooms Multilingual Matters doi 10 21832 9781847699954 ISBN 978 1 84769 995 4 Ede Lisa S Lunsford Andrea A 1992 Singular texts plural authors perspectives on collaborative writing Carbondale Southern Illinois University Press ISBN 0809317931 OCLC 23768261 Schindler Kirsten and Wolfe Joanna Beyond single authors Organizational text production as collaborative writing Handbook of writing and text production Berlin De Gruyter Mouton 2014 p 160 Lundsford Andrea 1991 Collaboration Control and the Idea of a Writing Center PDF The Writing Center Journal 12 1 3 10 Singh Gupta Vidya May 1996 Preparing Students for Teamwork through Collaborative Writing and Peer Review Techniques PDF Teaching English in the Two Year College 23 127 136 Holt Mara 2018 Collaborative learning as democratic practice A history Urbana Illinois National Council of Teachers of English ISBN 978 0 8141 0730 0 Encyclopedia of rhetoric and composition communication from ancient times to the information age Theresa Enos New York 1996 ISBN 0 8240 7200 6 OCLC 33276421 a href Template Cite book html title Template Cite book cite book a CS1 maint location missing publisher link CS1 maint others link Sharples M Goodlet J S Beck E E Wood C C Easterbrook S M Plowman L 1993 Research Issues in the Study of Computer Supported Collaborative Writing Computer Supported Collaborative Writing Springer London pp 9 28 doi 10 1007 978 1 4471 2007 0 2 ISBN 9783540197829 a b c d e Lowry Paul Benjamin Curtis Aaron Lowry Michelle Rene 2004 01 01 Building a Taxonomy and Nomenclature of Collaborative Writing to Improve Interdisciplinary Research and Practice The Journal of Business Communication 41 1 66 99 doi 10 1177 0021943603259363 ISSN 0021 9436 S2CID 15241066 Hart Richard L September 2000 Co authorship in the academic library literature A survey of attitudes and behaviors The Journal of Academic Librarianship 26 5 339 345 doi 10 1016 s0099 1333 00 00140 3 ISSN 0099 1333 a b Tomlinson Bill et al 2012 Massively distributed authorship of academic papers 2012 ACM annual conference on Human Factors in Computing Systems Extended Abstracts Austin Texas USA pp 11 20 doi 10 1145 2212776 2212779 Robinson Joy Dusenberry Lisa Lawrence Halcyon M October 2016 Collaborative strategies for distributed teams Innovation through interlaced collaborative writing 2016 IEEE International Professional Communication Conference IPCC Austin TX USA IEEE pp 1 9 doi 10 1109 IPCC 2016 7740489 ISBN 9781509017614 S2CID 12405890 Pham Vu Phi Ho January 2021 The Effects of Collaborative Writing on Students Writing Fluency An Efficient Framework for Collaborative Writing SAGE Open 11 1 215824402199836 doi 10 1177 2158244021998363 ISSN 2158 2440 S2CID 232484423 a b Storch Neomy 2005 09 01 Collaborative writing Product process and students reflections Journal of Second Language Writing 14 3 153 173 doi 10 1016 j jslw 2005 05 002 ISSN 1060 3743 S2CID 1256668 Palmeri Jason 2004 01 01 When Discourses Collide A Case Study of Interprofessional Collaborative Writing in a Medically Oriented Law Firm The Journal of Business Communication 41 1 37 65 doi 10 1177 0021943603259582 ISSN 0021 9436 S2CID 145397761 Jones Darolyn Lyn Jones James W Murk Peter J 2012 Writing collaboratively Priority practice and process Adult Learning 23 2 90 93 Storch Neomy September 2005 Collaborative writing Product process and students reflections Journal of Second Language Writing 14 3 153 173 doi 10 1016 j jslw 2005 05 002 ISSN 1060 3743 S2CID 1256668 Storch Neomy January 2019 Collaborative writing Language Teaching 52 1 40 59 doi 10 1017 S0261444818000320 ISSN 0261 4448 S2CID 232397924 Storch Neomy Wigglesworth Gillian 2006 12 31 Chapter 8 Writing Tasks The Effects of Collaboration Investigating Tasks in Formal Language Learning Multilingual Matters pp 157 177 doi 10 21832 9781853599286 011 ISBN 9781853599286 retrieved 2022 03 27 Shehadeh Ali December 2011 Effects and student perceptions of collaborative writing in L2 Journal of Second Language Writing 20 4 286 305 doi 10 1016 j jslw 2011 05 010 ISSN 1060 3743 King Carla 1 April 2014 6 Great Self Publishing Tools for Small Press and Author Co Ops PBS org Retrieved 10 May 2015 Kowal Maria Swain Merrill January 1994 Using collaborative language production tasks to promote students language awareness1 Language Awareness 3 2 73 93 doi 10 1080 09658416 1994 9959845 ISSN 0965 8416 S2CID 145407350 Anton Marta DiCamilla Frederick 1998 04 01 Socio cognitive Functions of L1 Collaborative Interaction in the L2 Classroom The Canadian Modern Language Review 54 3 314 342 doi 10 3138 cmlr 54 3 314 ISSN 0008 4506 Storch Neomy September 1998 Comparing Second Language Learners Attention to Form Across Tasks Language Awareness 7 4 176 191 doi 10 1080 09658419808667108 ISSN 0965 8416 SWAIN MERRILL LAPKIN SHARON September 1998 Interaction and Second Language Learning Two Adolescent French Immersion Students Working Together The Modern Language Journal 82 3 320 337 doi 10 1111 j 1540 4781 1998 tb01209 x ISSN 0026 7902 Storch Neomy Wigglesworth Gillian 2003 12 01 Is There a Role for the Use of the L1 in an L2 Setting TESOL Quarterly 37 4 760 doi 10 2307 3588224 ISSN 0039 8322 JSTOR 3588224 Fernandez Dobao Ana March 2012 Collaborative writing tasks in the L2 classroom Comparing group pair and individual work Journal of Second Language Writing 21 1 40 58 doi 10 1016 j jslw 2011 12 002 ISSN 1060 3743 Storch Neomy Aldosari Ali 2012 10 16 Pairing learners in pair work activity Language Teaching Research 17 1 31 48 doi 10 1177 1362168812457530 ISSN 1362 1688 S2CID 145674614 Mozaffari Seyedeh Hamideh 2016 04 11 Comparing student selected and teacher assigned pairs on collaborative writing Language Teaching Research 21 4 496 516 doi 10 1177 1362168816641703 ISSN 1362 1688 S2CID 146916799 Rouhshad Amir Storch Neomy 2016 02 26 10 A focus on mode Peer Interaction and Second Language Learning Language Learning amp Language Teaching Amsterdam John Benjamins Publishing Company vol 45 pp 267 289 doi 10 1075 lllt 45 11rou ISBN 978 90 272 1332 7 retrieved 2022 03 27 Dobao Ana Fernandez 2016 02 26 1 Peer interaction and learning Peer Interaction and Second Language Learning Language Learning amp Language Teaching Amsterdam John Benjamins Publishing Company vol 45 pp 33 61 doi 10 1075 lllt 45 02fer ISBN 978 90 272 1332 7 retrieved 2022 03 27 Strobl Carola 2014 01 31 Affordances of Web 2 0 Technologies for Collaborative Advanced Writing in a Foreign Language CALICO Journal 31 1 1 18 doi 10 11139 cj 31 1 1 18 ISSN 0742 7778 McDonough Kim Crawford William J De Vleeschauwer Jindarat 2016 02 26 7 Thai EFL learners interaction during collaborative writing tasks and its relationship to text quality Peer Interaction and Second Language Learning Language Learning amp Language Teaching Amsterdam John Benjamins Publishing Company vol 45 pp 185 208 doi 10 1075 lllt 45 08mcd ISBN 978 90 272 1332 7 retrieved 2022 03 27 Storch Neomy 2005 09 01 Collaborative writing Product process and students reflections Journal of Second Language Writing 14 3 153 173 doi 10 1016 j jslw 2005 05 002 ISSN 1060 3743 S2CID 1256668 a b Bremner Stephen 2010 04 01 Collaborative writing Bridging the gap between the textbook and the workplace English for Specific Purposes 29 2 121 132 doi 10 1016 j esp 2009 11 001 ISSN 0889 4906 Palmeri Jason 2004 01 01 When Discourses Collide A Case Study of Interprofessional Collaborative Writing in a Medically Oriented Law Firm The Journal of Business Communication 41 1 37 65 doi 10 1177 0021943603259582 ISSN 0021 9436 S2CID 145397761 Storch Neomy 2005 09 01 Collaborative writing Product process and students reflections Journal of Second Language Writing 14 3 153 173 doi 10 1016 j jslw 2005 05 002 ISSN 1060 3743 S2CID 1256668 King Carla 1 April 2014 6 Great Self Publishing Tools for Small Press and Author Co Ops PBS org Retrieved 10 May 2015 Getting Started with Atlas GitHub Retrieved 25 August 2018 GitLab About Built with GitLab Retrieved 10 May 2015 Lomas Natasha 2014 09 22 Authorea Nabs 610k For Its Bid To Become A Google Docs For Scientists TechCrunch Further reading EditPaul Benjamin Lowry s papers on collaborative writing Lisa S Ede Andrea A Lunsford 1991 Singular Texts plural Authors Perspectives on Collaborative Writing Retrieved from https en wikipedia org w index php title Collaborative writing amp oldid 1168483671, wikipedia, wiki, book, books, library,

article

, read, download, free, free download, mp3, video, mp4, 3gp, jpg, jpeg, gif, png, picture, music, song, movie, book, game, games.