TERMS AND TOOLS: A Theory and Research-Based Approach to Collaborative Writing

Duin, Ann Hill

doi:10.1177/108056999005300209

Cited by 20 publications

(10 citation statements)

References 16 publications

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“…Researchers have observed that communicating electronically may encourage participants to take more risks, resulting in more equal patterns of participation within the group (Cooper & Selfe, 1990;Kiesler et al, 1984). Additionally, computer networking provides increased opportunities for collaborative writing and increased group participation because the environment of computer-mediated communication is less threatening than that of face-to-face interaction (Duin, 1990;Hartman et al, 1991). This less-threatening nature of computer-mediated communication is created in part by the psychological distance afforded by this medium (Hiltz & Turoff, 1978).…”

Section: Research On Writing Apprehension and Computer-supported Writmentioning

confidence: 97%

Computer-Mediated Communication and High-Apprehensive Writers: Rethinking the Collaborative Process

Mabrito

1992

The Bulletin of the Association for Business Communication

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In the last decade there has been a growing theoretical awareness of the social nature of writing. As theorists redefine writing as a social act (Bruffee, 1984;Faigley, 1986), those of us who teach business writing have become quite interested in collaborative writing and learning. To facilitate collaboration in the classroom and to more closely model how collaboration often occurs in organizational settings, professional writing instructors are using computer networks more frequently to allow members of collaborative writing groups to communicate.Computer-mediated communication in both organizational settings and the classroom is consistent with the growing recognition that writing is a social act (Eldred, 1989). In addition to making communication easier and more efficient, computer networks may alter group dynamics and shift power and authority structures characteristic of face-to-face communications (Batson, 1988; Bump, 1988;Hiltz, 1986). Computer network communication offers potentially richer collaborative experiences for its participants. Writers who have traditionally experienced anxiety about collaborative writing and writing in general, termed &dquo;high-apprehensive&dquo; writers (Daly & Miller, 1975a), may benefit greatly from the experience of writing and discussing writing on a computer network.In a case study that examined high apprehensives as members of groups that met both face-to-face and on a nonreal-time computer network, I found that high apprehensive writers contributed more to e-mail discussions than they did to face-to-face discussions, made more text-specific comments in e-mail discussions, and produced better papers after e-mail conversations than after face-to-face meetings. RESEARCH ON WRITING APPREHENSION AND COMPUTER-SUPPORTED WRITING GROUPSSince Daly and Miller (1975a) first defined the term &dquo;writing apprehension,&dquo; it has become one of the most widely studied constructs in writing studies. Writing apprehension refers to a collection of behaviors and feelings that include avoiding situations where writing is perceived as required, finding writing to be unrewarding, a general fear of having one's writing evaluated, and an increased anxiety over having one's writing viewed in a &dquo;public&dquo; forum (Daly, 1977(Daly, , 1978(Daly, , 1984. Subsequent studies have examined the relationship between writing apprehension and other variables associated with both academic and writing performance. Research has related the level of writing apprehension to writing performance and quality of product (Daly, 1977;Daly & Miller, 1975b), perceived writing requirements and intensity of the writing environment

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Section: Research On Writing Apprehension and Computer-supported Writmentioning

confidence: 97%

Computer-Mediated Communication and High-Apprehensive Writers: Rethinking the Collaborative Process

Mabrito

1992

The Bulletin of the Association for Business Communication

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“…Sources of conflict that can create negative tension also include differences in learning or working styles and personalities (Nelson & Smith, 1990). Student perceptions of group work were summarized in research conducted by Duin (1990). Complaints such as &dquo;none of the other members do their share,&dquo; &dquo;other members do not meet deadlines,&dquo; and &dquo;I end up doing most of the work&dquo; summarize student perceptions of group assignments.…”

mentioning

confidence: 99%

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

Winter

Neal

1995

Business Communication Quarterly

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Understanding student perceptions of group work should help educators prepare students to be effective group members in the classroom and at work. This study ascer tained student perceptions of their learning and achievement in group situations. The following correlations were determined: (a) There was a relationship between student grades and perceptions of the writing quality as well as perceptions of the amount learned about group processes; (b) there was no correlation between grades and student opinions of the quantity of work achieved, the type of person who hindered the group the most, and whether the student enjoyed the group work.

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“…O uso de editores colaborativos deve ser simples a fim de que o usuário, autor do documento, possa se dedicar ao seu objetivo principal (Duin, 1990). Entende-se porém que editores colaborativos de uso educacional devem possuir funcionalidades de coordenação e acompanhamento da execução das tarefas colaborativas.…”

Section: Introductionunclassified

Docscollab : Uma Ferramenta De Auxílio À Edição Colaborativa

Lima¹,

Battistelo²,

Webber³

et al. 2011

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Ferramentas de suporte à edição colaborativa visam contribuir para o desenvolvimento da expressão escrita, habilidade tão necessária em todas as disciplinas e níveis educacionais. Este artigo propõe um estudo sobre editores colaborativos e apresenta uma ferramenta web simples que adiciona novas funcionalidades de coordenação, cooperação e comunicação ao Google Docs. A ferramenta desenvolvida possibilita a criação de um fórum de discussão cujos tópicos estejam vinculados a documentos em processo de edição. Além disso, ela permite a criação de uma árvore de alocação de tarefas que auxilia no gerenciamento das atividades do grupo envolvido na edição colaborativa de documentos. A ferramenta é operacional e está disponível para usuários através de sua instalação em servidor local.

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TERMS AND TOOLS: A Theory and Research-Based Approach to Collaborative Writing

Cited by 20 publications

References 16 publications

Computer-Mediated Communication and High-Apprehensive Writers: Rethinking the Collaborative Process

Computer-Mediated Communication and High-Apprehensive Writers: Rethinking the Collaborative Process

Group Writing: Student Perceptions of the Dynamics and Efficiency of Groups

Docscollab : Uma Ferramenta De Auxílio À Edição Colaborativa

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