collaborative writing edited1

7/31/2019 Collaborative Writing Edited1

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2012

Anne Weaver

All Hallows' School

10/29/2012

Collaborative Online Writing


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ContentsAcknowledgement ............................................................................................................................................................ 3

Abstract ............................................................................................................................................................................. 3

Introduction ...................................................................................................................................................................... 3

Inquiry questions .............................................................................................................................................................. 3

Literature Review .............................................................................................................................................................. 4

Collaboration ................................................................................................................................................................. 4

Collaborative Writing .................................................................................................................................................... 4

Wikis .............................................................................................................................................................................. 5

Editing ........................................................................................................................................................................... 5

Review of Current Practice ............................................................................................................................................... 5

Situational Analysis ........................................................................................................................................................... 5

Data Collection .................................................................................................................................................................. 6

Research Methods ............................................................................................................................................................ 6

Student Writing ................................................................................................................................................................. 7

Feedback ........................................................................................................................................................................... 8

Student Feedback 2011 ................................................................................................................................................ 8

Parent Feedback 2011 ................................................................................................................................................ 10

Author Feedback 2011 ................................................................................................................................................ 11

Student Feedback 2012 .............................................................................................................................................. 11

Teacher feedback 2011 ............................................................................................................................................... 13

Teacher feedback 2012 ............................................................................................................................................... 13

Parent feedback 2012 ................................................................................................................................................. 14

Data Analysis ................................................................................................................................................................... 15

Conclusion ....................................................................................................................................................................... 15

Applicability to wider school contexts ........................................................................................................................ 15

Originality .................................................................................................................................................................... 15

Technology .................................................................................................................................................................. 15

Organisation ................................................................................................................................................................ 15


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Collaboration ............................................................................................................................................................... 16

Professional Development .......................................................................................................................................... 16

Further Research and Implications for Practice .......................................................................................................... 16

References ...................................................................................................................................................................... 16

Appendices ......................................................................................................................... Error! Bookmark not defined.

Appendix A (Li et al. 2012)........................................................................................................................................ 18

Appendix B (Rish, R. 2011) ...................................................................................................................................... 19

Appendix C (Gedera, D. S. P. 2011) ....................................................................................................................... 22

Acknowledgement

This discussion reflects on 2 workshops conducted in 2012 and 2011 by Ms Kristine Cooke, Brisbane Girls GrammarSchool; Ms Cathy Oxley, Brisbane Grammar School; and Ms Anne Weaver,All Hallows School, QLD and in 2012 by

Mary Mahoney and 2011, Ms Helen Stower - St Josephs College, Gregory Terrace. 2011 findings were alsopresented at the ASLA Conference, Sydney, 2011.

Abstract

Research demonstrates that digital media can promote learning outcomes. Teacher-librarians at four Brisbaneschoolstwo boys and two girls schools initiated a collaborative project to foster creative writing with selected Year8 students. Each school already offers extension writing activities for their students, but this project differed in that itexplored the notion of online shared writing, and challenged the students to write a joint story with a group scenario,but from the perspective of their own character.

Introduction

Various research projects have found that collaboration aids in problem solving, learning abstractions, transfer andassimilation; fosters interdisciplinary and critical thinking, deeper understanding of others, higher achievement ingeneral, promotes excellence, engages the whole student and encourages active learning, synthesising andanalysing.

In addition the Australian Curriculum (ACARA 2012) strongly promotes goals relating to online and group collaborationthroughout its General Capabilities. For example, the Literacy Capability discusses, "working harmoniously withothers; being open to ideasreturning to tasks to improve and enhance their work." The section on Communicatingwith ICT discusses "participating in group and class discussions using a range of oral interaction skills to share ideas,explore topics and express opinions." Students should use ICT to: "share, exchange and collaborate to enhancelearning by sharing information in digital forms, exchanging information through digital communication, andcollaborating and collectively contributing to a digital product." The Capabilities also link communicative processes toachieving critical and creative thinking goals; "By sharing thinking, visualisation and innovation, and by giving and

receiving effective feedback, students learn to value the diversity of learning and communication styles." Collaborationis also highlighted in Personal and Social capabilities; "On a social level, it helps students to form and maintainhealthy relationshipsand prepares them for their potential life roles as family, community and workforce embers.Social awareness is seen as "identifying the strengths of team members and defining and accepting individual andgroup roles and responsibilities." Social management is where students are: "managing and positively influencing theemotions and moods of others. It includes learning how to cooperate, negotiate and communicate effectively withothers, work in teams, make decisions, resolve conflict and resist inappropriate social pressure...Social managementinvolves building skills associated with leadership, such as working in harmony with others and with shared purposes."There are many benefits and challenges in constructing learning activities that seek to develop these capabilities.

Inquiry questions

This investigation explores whether peer collaboration can improve student creative writing, the pedagogicalimplications and the value of using online collaborative tools such as a wiki.

How can collaborative writing be implemented with students to improve creative writing?


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Should collaborative writing be implemented with students to improve creative writing?

How can online tools be used to improve creative writing?

How can group work/collaboration be used effectively in classrooms to improve student creative writing?

Literature Review

Collaboration

Research comparing learning outcomes of sixth-grade social studies students in classes using Kagan's Structuresof Cooperative Learning with a control group of students who did not use this framework, found that cooperativelearning increased scores, even with students with disabilities. Collaboration on writing tasks was seen to fosterstudents' reflective thinking. Collaborative texts were found to be shorter than individual texts, but better in terms oftask fulfilment, grammatical accuracy, and complexity (Dotson, J. M. 2001).

James, R et al (2002) states that when "effective group management processes are employed, clear assessmentguidelines developed and communicated and valid and fair grading processes employed, the likelihood of positivelearning outcomes and student satisfaction with group activities is significantly increased. Alternatively, if studentscannot see the objective of group work, are unsure of what is expected of them, or believe the assessmentmethods are invalid or simply unfair, the educational benefits are reduced and tensions can emerge. Theconditions under which group work is conducted are crucial to its success." James explores group assessmentoptions and their advantages and disadvantages.

Grahampresents the views of many teachers that groupwork is ineffective. He believes group quality varies and

many groups suffer from "anti-intellectualism, "getting by," and conformity." However, he highlights conclusions;also found in much other research, that the success of collaborative group work can be dependent on instructionaldesign (Graham, G. 2012).

Collaborative learning is based on the principle that working together creates greater understanding than workingindependently and that spoken and written interactions contribute to this increased understanding. CooperativeLearning is similar but has a more structured setting with more teacher control of the learning environment.Interactive learning relies on computer technology as the collaborative medium between student and teacher.These approaches differ in the amount of freedom allowed to students with collaborative learning strategies beingmost open (Panitz, T. nd).

This article refers, among other things, to the benefits of connecting a students past experiences and interests totheir writing. Diagrams are used to assist in depicting aspects of social interaction involved in collaboration, and thesignificance of student history and motivation for learning. See Appendix B, for examples of these diagrams andalso teacher and student questionnaires and assessment tools (Rish, R. 2011).

Frey and Fisher (2010) discuss how six important indicators are needed for teachers to design group projects thatconsolidate and extend learning. These are creative tasks, joint attention to the task, development of group socialskills, language and organizational support, optimal group size and composition and an active teacher role.

Davies (2009) discusses reasons why group work may fail, mostly relating to instructional design and methods formaking group work effective. He includes management strategies to address these challenges, including peerreview checklists and group contracts.

Collaborative Writing

"[T]he data I amassed mirrored what my students had been telling me for years: . . . their work in groups, theircollaboration, was the most important and helpful part of their school experience. Briefly, the data I found allsupport the following claims: Collaboration aids in problem finding as well as problem solving, learningabstractions, in transfer and assimilation; it fosters interdisciplinary thinking, leads not only to sharper, more criticalthinking (students must explain, defend, adapt), but to a deeper understanding ofothers. Collaboration leads tohigher achievement, in general. . . promotes excellence. Hannah Arendt states: 'For excellence, the presence ofothers is always required.' Collaboration engages the whole student and encourages active learning; it combinesreading, talking, writing, thinking; it provides practice in both synthetic and analytic skills." (Nordquist, R. n.d.).

Self-checklists and peer editing should be included in writing workshops. A three-step peer editing process isobserved that consists of compliments, suggestions, and corrections taught to students through a sequence ofwhole group peer editing, small group peer editing, and individual peer editing (Dennis-Shaw, 2008) . Self-assessment enables students to improve higher order thinking skills and identify individual learning goals(Assessment, 2001). More time should be spent editing and polishing pieces of writing, rather than allowingstudents to write extensive amounts that are incorrect. Teachers need to model how to read writing prompts andgive students practice, independently and with partners, to practice reading, dissecting, and planning writing piecesfor various prompts. It is also useful to present selected writing samples and show scoring using a rubric. Class

discussion and discussion with peers about effective writing will strengthen students ability to write upon demandfor testing purposes and other future writing occasions (Smithson, M. 2008).


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Edwards-Groves found that use of technology, especially when integrated visibly and explicitly in classroomspaces promotes interactivity and creativity in writing and multi-modal texts. For the teachers involved, pedagogywas influenced by changes in the nature of collegial conversations (Edwards-Groves, 2012).

Wikis

Ewing explores how peer feedback can supplement teacher feedback. Incorporating technology into writingassignments is a way to promote student engagement of audience. Discussion forums provide a real audience ofreaders who will be able to view progress and offer feedback and help further brainstorm ideas. These

assignments also include a peer-editing component, where students have the ability to view common writingmistakes when they read their classmates assignments. Research indicates that sharing writing, particularlywriting failures, is a critical component to becoming a successful writer (Ewing, T. 2010.)

Kessler found that students were not hesitant to edit their peers postings on a wiki. In fact, they demonstratedmore willingness to edit their peers writing than their own. It appears that students are willing to collaborate in suchautonomous environments, but they may not strive for total accuracy. Students in this study demonstrated theability to correct and learn from their own and classmates form errors, but not online when engaged in a task thatthey recognized as primarily focused on the creation of meaning. This may indicate that certain tasks andenvironments require more explicit practices and related expectations (Kessler, G. 2009).

Diagrammatic images of wiki interactions can be found in Appendix A. Images In Appendix B reflect the potentialfor scaffolds to maximise and measure collaborative learning. A course feedback questionnaire used a five-pointLiker type scale, and the questions were intended to measure five subscales: motivation (6 items), interaction (6items), teachers role (3 items), audience (2 items) and technology factors (4 items) (Li et al. 2012).

Snelling and Karanicolas (2008) see that wikis should be used with an emphasis on collaboration rather thancompetition. The Wiki tool provided significant benefits in assessment "fairness" by tracking the quality of individualstudent contribution within group projects. The role and accessibility of the e-facilitator were important for guidancefor students, but more importantly increased opportunities for formative feedback, motivation and communication,which would not have been possible in a more traditional face-to-face classroom.

Editing

Writing Researchers agree that it is more effective to teach punctuation, sentence variety, and usage in the contextof writing than to approach the topic by teaching isolated skills (Chin, B. 2000).

Dennen presents a variety of alternatives for implementing peer feedback effectively in online contexts (Dennen, V.n.d.)

Gedera looks at how to maximise peer feedback in a blog based writing activity which used process writing

techniques. A diagram of process writing and a screenshot of the peer guideline page from the wiki can be found inAppendix C. (Gedera, D. S. P. 2011).

Woo et al discuss that unless collaborative activities are carefully orchestrated by the teacher, students maysocialise instead of working, allocate most of the work to one member, complete the activity superficially, andgenerally not engage fully in a collaborative process. Educational technology such as wikis may help addressthese limitations and provide a useful platform for facilitating collaborative learning, particularly due to thehistory feature of wikis which can help students and teachers trace and reflect on progress of collaborativelearning and contributions by each participant. The use of a wiki that requires social interaction lends itself to socialconstructivist theory which states that knowledge is the result of social interaction. Electronic communicationsbetween and among groups have been found to support an effective constructivist instructional strategy thatfosters social negotiation (Woo, M., Chu, S., Ho, A., and Li, X., 2011).

Review of Current PracticeIn modern times, writing is increasing in quantity, but much of it is online in the form of fan fiction, texts, blogs andcomments, and increasingly shared with a variety of audiences. Many popular texts such as Shades of Grey andauthors Amanda Hocking and Cassandra Clare have gained success with origins in online contexts, such as fanfiction. Publishers are identifying the advantage of signing writers who already have an online fan base; to translatethis into print sales. Another market is creative writing via mobile phones. However, creative writing in schools is oftenstill in the form of traditional 400 to 800 handwritten word short stories, although this is, no doubt, largely in responseto current national and state testing programs, and other assessment forces. Research is limited, but growing, onways to most effectively incorporate and take advantage of opportunities for online writing in school contexts.

Situational Analysis

The 2 writing workshops took place with selected students in 2011 and again with another group in 2012. Theworkshop commenced with an introductory evening event for parents and students, followed by two days of writing,


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where author, Brian Falkner, worked with the students to develop their writing skills. Examples of his writingtechniques can be found athttp://www.brianfalkner.co.nz/Writers_Tips.asp. Eight students were selected from eachschool, and during the workshop, the 32 students were divided into groups of four one student from each school ineach group.

The 2 workshop days involved an alternating program of writing skills, including activities on structure, description,word choice and character development, and writing time. The students then had additional time over the holidayperiod to refine their writing. Each student wrote from his or her own character's voice but, collaboratively each groupbrainstormed plot details and how each character would act, react and interact.

A shared wiki was set up where students could simultaneously write their stories and share their writing. The teacherlibrarians and author could also access the wiki for editing purposes. To provide an additional audience, a finalevening for parents, students and other invited guests showcased the writing and learning experience. Later, thestudents writing was to be published as a book using blurb.com, in both print and online formats.

2011 Terms 1 and 2Conduct writing workshop with 32 selected Yr 8 students from 4 schools

2012 Terms 1 and 2Repeat writing workshop with improvements based on feedback from previous year with 32 selected Yr 8 studentsfrom 4 schools. Students were selected variously by the schools, including English teacher recommendation,application/invitation based on interest in writing and academic achievement in writing.

2012 Program ( 2011 Program very similar)

Brisbane Grammar SchoolIntroduction and Welcome

Tuesday night 27 March

6.00 8.00 pm

Terrace (St JosephsCollege) Workshop Day 1

Wednesday 28 March

9.00 am 2.30 pm

All Hallows' SchoolWorkshop Day 2

Thursday 29 March

9.00 am 2.30 pm

Brisbane Girls Grammar SchoolPresentation Evening

Thursday 3 May

6.00 8.00 pm

Data Collection Student, parent and teacher feedback via surveys

Examination of student writing from the wiki

Questioning and observation

Teacher reflection

In 2011, students were permitted to opt out of the joint scenario and wrote stories of up to 5,000 words. This wasreduced to 1000 words in 2012 (though some students still wrote around 2,000 words), and students were notpermitted to opt out of each group's scenario. In 2011, Wikispaces was used for the workshop, but this was changedto PBworks in 2012 to gain spellcheck and a better comment function. The wiki was used to communicate withstudents, as well as email. Workshop information was posted on the wiki frontpage. (n.b. PBworks was not Applecompatible at the time of this workshop).

Research Methods

While feedback forms provided useful information, this inquiry indicated that the feedback needs to be better

structured for automated analysis, such as through moodle questionnaires or surveymonkey, with more controlled

fields. By basing these questionnaires on previous feedback, the quality of the responses is likely to improve,

compared to the previous feedback forms which utilized only open ended questions.

Another method used was observation. This led to the change in wiki used from 2011 to 2012. Also, in 2012, it was

noticed that one student was having particular difficulty with group interaction. She commented that she had

dominated the group and she was unhappy about this. Options, such as listening more to others were discussed with

her, and further communication throughout the workshop indicated that she was much happier with her groupparticipation.
http://www.brianfalkner.co.nz/Writers_Tips.asphttp://www.brianfalkner.co.nz/Writers_Tips.asphttp://www.brianfalkner.co.nz/Writers_Tips.asphttp://www.brianfalkner.co.nz/Writers_Tips.asp


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The wiki provided a wealth of information about student interactions and learning.

Student Writing

The following are examples of some student writing, as recognized on the presentation evening. The stories were of avery high standard for Year 8 students.

Best Opening LinesIt was the first time Charles truly saw joy in his younger brothers eyes, and the last.

It's always easy. The climbers are so ignorant these days. Just a quick injection, a slightly frayed rope, a weakened

harness. Either way, it works.

I had murdered, and it felt good.

Best Closing LineHe sank silently through the air, everything he had ever felt, had or known discarded on the blood soaked mountaintop.Its so quiet, he thought. So quiet.

Funniest LinesEinstein screamed, but in a manly way.

Gotcha, you little pest! Jensen yelled. Putting his face right up against mine, he said, Where's the treasure?

I, quite frankly, just wanted to bite his nose.

We plan to conduct these experiments on you as well, mainly because torture is far more entertaining than watchingtelevision.


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The coffee here was average. It wasnt fantastic, but it wasnt the kind where you would take a mouthful then spit itout, accidentally hitting the old lady sitting at the table in front of you.-

He opened the visor just enough to see my gun pointed at his face.I smirked. "Looks like you just got-With a hiss, Vax activated the emergency eject, shooting out across the ground. Seeing as I hadn't actually thought ofwhat to say, it was almost a relief.

Ickiest LinesThe horse was slumped on its side, the glassy eyes staring, its side slick with congealed blood.-

The wicked lady laughed as she sliced off each of the little girls fingers.

"I hate boats!" Troll moaned. His brown skin was turning a sickly colour as he vomited on my shoes.

Feedback

(Diagrams were created using Wordle - which makes words bigger based on frequency of response.)

Student Feedback 2011

Definitely working with students from other schools and getting advice from an author is something I would like to doagain.I would definitely recommend this workshop to other students if it was offered again. I loved being involved in theworkshop and it would be great if other students could share the passion of writing by having the same experiences. Yes, because it is so much fun and really improved my narrative writing skills.Yes, as this workshop helps broaden ones creativity and it is also a great opportunity in gaining new friends.Yes, because it was an amazing experience.Yes, it massively influenced and improved my writing.http://www.brisbanegrammar.com/blogs/library/?p=1149

Q1. What did you learn from the opportunity of working with an accomplished author?

I learnt how to start every story

with "what if.'I've learnt a lot from Brian, butthe thing that will stay with meforever is the structure of thestory. I've learnt a lot of storystructures, but Brian's wasdifferent and fun and I will use itwith other stories that I write.I learned how to write a storywith an engaging plot and alsohow to form my characters overa space of time.Planning a story

Opening lines I learnt some usefultips about the climax of the story anda lot about opening lines.Story ClimaxCharacter developmentEffective descriptions Stories arecomplicated to write and requireeffortI learnt that to produce a good storyyou have to think outside yourcomfort zoneThat authors are cool :)

Accomplished writers are a little

strange!
http://www.brisbanegrammar.com/blogs/library/?p=1149http://www.brisbanegrammar.com/blogs/library/?p=1149http://www.brisbanegrammar.com/blogs/library/?p=1149


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Q2 - What did you gain from the opportunity to work with other people your age who are also interested inwriting creatively?

I think I learned a lot of new words, phrases and methods that I wouldn't have thought of.I now know that there are others like me who enjoy writing as much as I do, and who can write stories that I can go"that's brilliant, why didn't I think of that."Different ideasIt was great working with the other writers. We share the same passion and I could really connect with them. I gained

more knowledge from them.Accepting other peoples opinions and being helped by them. For the first time, writing has reached the heights of ateam sport for me, and compromise and negotiation can be both good and bad. It was great

Q3 - What was the most difficult ofchallenging aspect of the workshop?

Getting startedWorking with a different scenarioThe time limitFinishing the storyMeeting a deadline

EditingMost students found groupwork difficultThe most difficult aspect about theworkshop was working in a group becausenot everything we talked about was agreedwithIn my opinion, the most challenging part ofthis workshop was attempting to collaborateour stories without meeting up with my othergroup members and asking their opinions.The most challenging part of the workshopwas communicating with my group (my storyhad nothing to do with theirs).

Q4 - In your opinion, what was the bestaspect of the workshop?

Working with an accomplished author. Theyall enjoyed Brian.Working with like minded peersGroupwork -some of the students who foundthis the most difficult, also found it the mostbeneficialThe best aspect of the workshop was meetingnew people who have a keen interest inwriting and gaining new friends. Also it has

been a great honour working with a well-known author such as Brian Falkner.

Q5 - How has your writing changed sinceattending the workshop?

More planningimproved descriptionsMore structure

Attempt different perspectivesImproved dialogueConsider reader engagementMore editing.

I now realise why editing is important and whyauthors hate editors.


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Q6 - Do you think the Wiki was a useful tool for agroup of people working on a combined project?

YES because easy to accessEnabled students to communicate

Could view each other's workNO because editing was difficultNo spellcheckYES and NO because it was very interactive and NObecause there were certain restrictions like no spellcheck

Q7 - Would you recommend this workshop to otherstudents if it was offered again?

FunGreat to work with an authorImprove creative writingYes they will gain a lot from doing this workshop and it

will really strengthen relationships between students andlibrarians

Parent Feedback 2011

What pleased you?Dynamic published authorCollaborative school approachWorkshop styleWell planned programTeamworkRange of venues

Opportunity for students to work with peer group sharingsimilar interestsIncluding parents in opening and closing eventsStudents grow in confidence

High quality of end productOpportunity based on desire/passion for writingRequired effort to achieve finished product

Parent Feedback: What worked well?The opening night teacher librarians input, authors introduction and ice-breaker gamePresentation evening showcasing writing and celebrating effortsHaving time on holidays away from other commitments to complete writing

The use of each location and transport providedAuthor related well to studentsInteraction between four schoolsUsing technology wiki.

Parent Feedback: What do you suggest we dodifferently next time?Wikiworthwhile but students werent clear on use asa communication tool more explanation neededMake presentation power point available on CollegewebsitesMore assistance with editingOne more working session

Give parents more information about the final writtenproduct 1 story with four contributors or four separatestories?


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Catering on final nightTeam story all four have to be committed or do individual storiesImpetus & some enthusiasm lost on holidays

Author Feedback 2011

Fantastic! The enthusiasm of everyone concerned was wonderful to see. I really appreciated the effort put in by the teachers, and the energy and enthusiasm displayed by the students.

The best aspect of the workshops was the ability to spend a number of days with the participants, developing theirstories over a sustained period of time.Another excellent aspect was the final day, after they had had time to work on their stories over a number ofweeks.What do you suggest we do differently next time?I dont really have any suggestions here. This would have been the best multi-day workshop with students that I have

ever done. I felt it was a great success.

Student Feedback 2012

1. What did you learn from the opportunity of working with an accomplished author?

0

2

4

6

8

10

Effort Cooperate Writing skills Editing Word Limit How authors write Structure

Number of mentions

2. What did you learn from the opportunity to work with other people your age who are also interested in writing?

0123

456789

10

Moreide

as

Collabo

rate

Writing

skills

Toler

ance

Appreciat

eDive

rsity

Humilit

y

Confide

nt

Writing

isfun

Liste

ning

Number of mentions


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3. What was the most difficult or challenging aspect of the workshop?

0

2

4

6

8

10

Completing on time Editing Word limit Collaboration Online

collaboration

Number of mentions

4. In your opinion, what was the best aspect of the workshop?

0 5 10 15 20 25

Collaboration

New people

Author

Writing

Meeting other students who like writing

Freedom of writing topic

Number of mentions

5. What will you take with you from the workshop?

0

1

2

3

4

5

Writing technique Story Experience Friends Appreciate

literature

Learn from

mistakes

Number of mentions

6. How has your writing changed since attending the workshops?Students mentioned the following improvements relating to their writing:

Description More interest

Slow down


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Awareness

Story Structure

Confidence

Open minded

More mature

Editing

Concise

Fluent

7. Will you seek other opportunities to engage in creative writing because of this workshop? Why?All said yes because it was fun, challenging and they learnt a lot.

8. Would you recommend this workshop to other students if it was offered again? ll said yes.

9. Do you think the wiki was a useful tool for a group of people working on a combined project? Why?11 said yes. 2 said it was confusing and they received emails relating to other groups. Students liked being able toread other students' stories.

10. What suggestions would you make to improve thisevent?

0

1

2

3

4

5

6

Flexible word

limit

More writing

time

Less briefing Nothing - perfect Flexible time

limits

Number of mentions

Teacher feedback 2011

What worked well?The author, Brian Falkner was very enthusiastic and inspiring. He is a published author and the students respected hisability.The team. This was a great way to work together with other teacher librarians.We were doing something collaborative, not competitive.Involving a team took the pressure off one school doing all the organising.

What didnt work?Some aspects of the wikiPermission was blocked for students with Hotmail addresses.There was no spell- checker. Text created in Word and pasted into the wiki often had trouble with formatting.We needed to first demonstrate how to use the wiki to comment on other students work, and to message each other.Not all groups pushed the boundariesWe wanted to extend the students out of their comfort zones.

Not all felt comfortable to work with other students ideas.Not all were happy to write about the character that was allocated to them, so they wrote a story they felt comfortablewith. This wont be allowed next time.The length of the stories Students wrote too much one story was 15 pages long!There needs to be a definite length set from the beginning to encourage precise writing.It took a lot of time for the author to read all of the stories.The amount of time to editEditing was very time- consuming.It was difficult to contact students from other schools after the workshop.

Teacher feedback 2012

What worked well

Individual final story product, though based on group collaboration.Use of wiki, especially with spellcheck and comment function.Compulsory shared scenario.


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Author and story writing skills

What didnt work?Storyline- cards - need similar stories, Some stories not as engaging eg parrots.Chat on wiki, some groups great, but not allQuality of editingRules for editing others work on the wikiPublishing issue when story not student's own choice and made to do it - may not want to publsih in publicMore student reflection, evaluation of writing quality, self assessment

Attendance at all nightsIt was difficult to find time to meet with the other TLs.The winning individual story's profile should be raisedGroups need another meeting after Easter as it is a big ask for them to collaborate online entirely after the two dayworkshopEditing still too onerous - impacts on book productionBook production is onerous for teaching staff- need students to do thisDifficult to contact students from other schools after the workshop

Parent feedback 2012

16 responses, including 5 from boys' schools. 2 responsesschool not completed

All responses said it was a very worthwhile event.

What worked well?

Enjoyable

Timing over the holidays

Mentor

Challenging

Son fully engaged

Coeducational

Working with an author

Well run

Wiki

Excellent concept

Working with peers with similar interest

First night information, separating parent and students

Working with students from other schools

Group work

Learning about writing and Editing

Having their work published

Parent participation at both ends

Parent events were well organised

What do you suggest we do differently next time?

Expectation of amount of communication during writing unclear

Some students were texting instead of using the wiki - may be useful to encourage use of one means

Parent willing to contribute financially Parent progress update halfway through

Writing was time consuming

Lost momentum over holidays

Perhaps each school could meet with its members

Get students together again after they had had one or two week to work on their stories (2 responses)

More group sessions

Slow down explanation of technology for parents

Extend to older students

Better supervision of group dynamics

Holidays in the middle

Allocate a staff member to assist with group negotiation when it becomes difficult as some students will not

negotiate The non face-to-face parts were a struggle for some students


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Data Analysis

This inquiry has promoted reflection on these workshops. While feedback has been obtained each year; this inquiryhas highlighted the need for easily measurable feedback, such as by the moodle questionnaire function that can bereplicated and compared. Over the 2 years, the data analysis was prepared by different people and has beensomewhat informal. This inquiry shows the need for constructing feedback tools as part of the learning process, andusing this feedback with students. This inquiry has highlighted the importance of learning design in achieving learningoutcomes. While, these workshops have been very successful, this inquiry reveals that learning can be furtherextended. While teachers involved have striven to improve these workshops over the 2 years, research indicates that

a more structured approach will increase the learning from these activities. The research and feedback indicate thatlearning by design strategies will support collaboration, writing and other learning outcomes.

WikiThe PBworks comment section revealed a lot about student collaboration, even though some groups also used

texting. The idea of having a group home page for clarifying the characters and shared plot was an improvement this

year. The wiki conversation indicate a need to include guidelines about the kind of help students should give each

other, negotiation skills, and writing and interacting expectations outside the face to face workshops. However, the

wikis make visible the learning that was occurring from the collaboration and that the collaborative wiki encouraged

students to reflect on their writing and seek improvement from other team members.

Conclusion

Applicability to wider school contexts

The students selected were motivated writers, but research indicates that the collaborative and technology aspectsare likely to create appeal for reluctant writers. However, the use of a wiki and shared scenarios could be applied tothe classroom context. Once the resources are created, the workshop framework and resources could be usedrepeatedly by other classes. This creates a very student centred writing environment. Research indicates that cleargoals, scaffolds, structures and checklists will improve outcomes. Also, teacher modelling at intervention points willpromote learning. Using a student centred approach frees the teacher to conference with students on their writingprogress. The wiki facilitates peer feedback, sharing of writing progress and provision of an authentic audience. Thewiki retains all revision history, so teachers can monitor input. If collaboration is part of the learning task, then this

needs to be structured so teachers ensure comments and participation expectations are clear. Examples of thisstructuring include use of questionnaires and pairing students for peer feedback, with specification of minimumamounts and type of feedback. However, it must be kept in mind, that these feedback elements would add to the taskcomplexity and time required for students to complete them.

Originality

The use of a final individual story removes many of the shortfalls of group work, while allowing collaboration on thestory plot, there also needs to be clarity that the story must be original. It is advisable that this is made clear tostudents and why cutting and pasting another student's writing is not acceptable.

Technology

It is important to ensure students are supported in using the wiki and communication options.

Organisation

Some students were unable to attend the final night due to a school camp, so feedback was not obtained from them.Some students who did attend failed to take the feedback forms seriously, and these had to be redone. Two thousandwords is still too long for quality editing. Also, some schools wanted a high quality of editing so the book has not yetbeen complete. In 2011, one print book was completed for the winning group. More books were not completed due todifficulties with further editing, once the live workshop finished. Changes are needed to involve students in the bookcreation and to overcome the editing issue. Another option may be online publication only, rather than print and online,so the books are only available to the students and their personal contacts who are given the URL, rather than a printversion to be held in school libraries - creating pressure on edit quality.


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Collaboration

It is important that students are supported in learning skills to work collaboratively as this will reduce conflict andpromote learning. Collaborative skills need explicit support.

Professional Development

While teachers have skills in group work, many are not familiar with teaching using online collaborative modes. The

provision of professional development would assist teachers in better understanding how to design group learningexperiences to ensure that learning design that best achieves outcomes.

Further Research and Implications for Practice

The use of the wiki with a collaborative scenario, but an individual final story, promotes learning of group skills, whilereducing many of the pitfalls. The comment feature on the wiki opens greater avenues for peer review. The creation ofdigital tools for collecting feedback, and use of the wiki for comments and drafting mean that visible evidence andfeedback on student learning can be obtained. A much more structured approach to the workshop, in terms ofexpectations, scaffolds and obtaining of feedback will promote further improvements in learning design. Furtherresearch needs to be more quantitative rather than qualitative; so that improvements can be better measured. Theresearch on similar studies provided many resources for obtaining improved feedback (see References list.)

However, the appropriate use of a collaborative wiki writing model with integrated feedback, is likely to assistimprovement in writing outcomes

Group assessment requires effective instructional design and is highly challenging, but extremely beneficial. Projectssuch as this where teachers can work as teams, and where learning experiences are repeated, allow opportunities forfurther reflection and improvement. Learning design needs to consider sustainability in terms of teacher and studenttime demands. Success of online and group learning is especially dependent on preplanning and a feedback cycle,and requires awareness and time to address the many complexities e.g. time is needed for improving group learningskills. Online technologies, such as wikis, create opportunities to better develop and assess collaboration skills,providing technology access is adequate. James, R et al (2002) summarizes the need for group work to be welldesigned:

Group work, under proper conditions, encourages peer learning and peer

support and many studies validate the efficacy of peer learning. Under less thanideal conditions, group work can become the vehicle for acrimony, conflict andfreeloading.

References

ACARA (Australian Curriculum Assessment and Reporting Authority). (2012, January). General Capabilites in theAustralian Curriculum. Retrieved October 28, 2012, fromhttp://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculum

Chin, B. (2000) The Role Of Grammar In Improving Student's. Retrieved September 26, 2012 fromhttp://www.uwplatt.edu/~ciesield/graminwriting.htm

CTE LESSON PLANS (2011) Assertion and Conflict Resolution. Retrieved September 26, 2012 fromhttp://www.uen.org/Lessonplan/preview.cgi?LPid=28910Quiz and other resources to improve student communicationand group skills, and identify communication style.

Davies, W. (2009, March 20). Groupwork as a form of assessment: common problemsand recommended solutions.Retrieved October 28, 2012, fromhttp://www.academia.edu/448870/Groupwork_as_a_Form_of_Assessment_Common_Problems_and_Recommended

_Solutions

Dennen, V. (n.d) Designing Peer Feedback Opportunities into Online Learning Experiences by Vanessa Paz,Retrieved September 26, 2012 fromhttp://www.uwex.edu/disted/conference/Resource_library/proceedings/03_02.pdf

Dotson, J. M. (2001). Cooperative Learning Structures Can Increase Student Achievement. Retrieved April 16, 2012,from Kagan Online Magazine, Winter:http://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.php
http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculumhttp://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculumhttp://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculumhttp://www.uwplatt.edu/~ciesield/graminwriting.htmhttp://www.uwplatt.edu/~ciesield/graminwriting.htmhttp://www.uen.org/Lessonplan/preview.cgi?LPid=28910http://www.uen.org/Lessonplan/preview.cgi?LPid=28910http://www.academia.edu/448870/Groupwork_as_a_Form_of_Assessment_Common_Problems_and_Recommended_Solutionshttp://www.academia.edu/448870/Groupwork_as_a_Form_of_Assessment_Common_Problems_and_Recommended_Solutionshttp://www.academia.edu/448870/Groupwork_as_a_Form_of_Assessment_Common_Problems_and_Recommended_Solutionshttp://www.uwex.edu/disted/conference/Resource_library/proceedings/03_02.pdfhttp://www.uwex.edu/disted/conference/Resource_library/proceedings/03_02.pdfhttp://www.uwex.edu/disted/conference/Resource_library/proceedings/03_02.pdfhttp://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.phphttp://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.phphttp://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.phphttp://www.uwex.edu/disted/conference/Resource_library/proceedings/03_02.pdfhttp://www.academia.edu/448870/Groupwork_as_a_Form_of_Assessment_Common_Problems_and_Recommended_Solutionshttp://www.academia.edu/448870/Groupwork_as_a_Form_of_Assessment_Common_Problems_and_Recommended_Solutionshttp://www.uen.org/Lessonplan/preview.cgi?LPid=28910http://www.uwplatt.edu/~ciesield/graminwriting.htmhttp://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculumhttp://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculum


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Dudley-Marling, C. & Paugh, P. C. (2009). A Classroom Teachers Guide to StrugglingWriters. Portsmouth, NJ:Heinemann.

Ewing, T(2010) Discussion Boards and Boys Writing. Retrieved September 26, 2012 fromhttp://www.theibsc.org/uploaded/IBSC/Action_Reseach/IBSC_Boys&Writing_V1.pdfFletcher, R. (2006). Boy Writers: Reclaiming their voices. Portland, ME: Stenhouse Publishers.

Gedera, D. S. P. (2011). Integration of weblogs in developing language skills of ESL learners. International Journal of

Technology in Teaching and Learning, 7 (2), 124-135. Retrieved September 26, 2012 from,http://waikato.academia.edu/DilaniPahalaGedera/Papers/1491023/Integration_of_Weblogs_in_Developing_Language_Skills_of_ESL_Learners

Graham, G. (2012, April 11). Why I No Longer Use Groups in the Classroom: Retrieved April 16, 2012, fromhttp://www.edweek.org/tm/articles/2012/04/11/fp_graham.html?tkn=WLPFdTuga2reCM2G5KEtyYE80mq6o8PCPcxo&cmp=ENL-TU-NEWS1

Edwards-Groves, C. ( 2012 ). Interactive Creative Technologies: Changing learning practices and pedagogies in thewriting classroom. Journal of Language, Vol 35 Issue 1 , 99-113. NEWS1 Retrieved September 26, 2012 fromhttp://www.alea.edu.au/documents/item/348.

Frey, N., & Fisher, D. (2010, September). Making Group Work Productive. Retrieved October 28, 2012, from Giving

Students Meaningful Work:http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Making-Group-Work-Productive.aspx

Hume, A. (2009). Promoting higher levels of reflective writing in student journals. Higher Education Research& Development, 28(3), 247260.

James, A. (2007). Teaching the Male Brain: How boys think, feel and learn in school. Thousand Oaks, CA: CorwinPress.

James, R., McInnis, C., & Devlin, M. (2002, September). Assessing Group Work. Retrieved October 28,2012, from Assessing Learning in Australian universities:

http://www.cshe.unimelb.edu.au/assessinglearning/docs/Group.pdf

Kessler, G. (2009) Student Initiated Attention to Form in Wiki Based Collaborative Writing. Retrieved September 26,2012 fromhttp://llt.msu.edu/vol13num1/kessler.pdf

Laird, T. & Kuh, G.. (2005). Student experiences with information technology and their relationship to other aspectsof student engagement. Research in Higher Education, 46(2), 211-233. doi: 10.1007/s 11162-0041600-y

Li, Xuanxi; Chu, Samuel Kai Wah; Ki, Wing Wah; Woo, Matsuko: Using a Wiki-Based Collaborative Process Writing

Pedagogy to Facilitate Collaborative Writing among Chinese Primary School Students : Australasian Journal of

Educational Technology, v28 n1 p159-181 2012 Retrieved September 26, 2012 from

http://www.ascilite.org.au/ajet/ajet28/li.pdf

Panitz, T. (nd). Collaborative Versus Cooperative Learning A Comparison. Retrieved April 16, 2012, from TEDs

Articles:http://home.capecod.net/~tpanitz/tedsarticles/coopdefinition.htm

Prince George's County Schools (n.d.) A Guide to Cooperative Learning Retrieved September 26, 2012 fromhttp://www.pgcps.pg.k12.md.us/~elc/learning1.htmlContains role examples and other cooperative learning strategies.

Rish, R. (2011) Engaging Adolescents Interests, Literacy Practices, and Identities: Digital Collaborative Writing ofFantasy Fiction in a High School English Elective Class. Retrieved September 26, 2012 fromhttp://kennesaw.academia.edu/RyanRish/Books/975932/Engaging_adolescents_interests_literacy_practices_and_identities_Digital_collaborative_writing_of_fantasy_fiction_in_a_high_school_English_elective_class

Sabornie, E.J. & deBettencourt, L.U. (2004). Teaching Students with Mild and High-Incidence Disabilities at the

Secondary Level, Second Edition. Upper Saddle River: Pearson Education.

Smithson, M. (2008) Academic Effects of Writing Workshop Retrieved September 26, 2012 fromhttp://digitalcommons.liberty.edu/doctoral/110/ Teaching Good Communication Skills In The Classroom (n.d.)
http://www.theibsc.org/uploaded/IBSC/Action_Reseach/IBSC_Boys&Writing_V1.pdfhttp://www.theibsc.org/uploaded/IBSC/Action_Reseach/IBSC_Boys&Writing_V1.pdfhttp://waikato.academia.edu/DilaniPahalaGedera/Papers/1491023/Integration_of_Weblogs_in_Developing_Language_Skills_of_ESL_Learnershttp://waikato.academia.edu/DilaniPahalaGedera/Papers/1491023/Integration_of_Weblogs_in_Developing_Language_Skills_of_ESL_Learnershttp://waikato.academia.edu/DilaniPahalaGedera/Papers/1491023/Integration_of_Weblogs_in_Developing_Language_Skills_of_ESL_Learnershttp://www.edweek.org/tm/articles/2012/04/11/fp_graham.html?tkn=WLPFdTuga2reCM2G5KEtyYE80mq6o8PCPcxo&cmp=ENL-TU-NEWS1http://www.edweek.org/tm/articles/2012/04/11/fp_graham.html?tkn=WLPFdTuga2reCM2G5KEtyYE80mq6o8PCPcxo&cmp=ENL-TU-NEWS1http://www.edweek.org/tm/articles/2012/04/11/fp_graham.html?tkn=WLPFdTuga2reCM2G5KEtyYE80mq6o8PCPcxo&cmp=ENL-TU-NEWS1http://www.alea.edu.au/documents/item/348http://www.alea.edu.au/documents/item/348http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Making-Group-Work-Productive.aspxhttp://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Making-Group-Work-Productive.aspxhttp://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Making-Group-Work-Productive.aspxhttp://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Making-Group-Work-Productive.aspxhttp://www.cshe.unimelb.edu.au/assessinglearning/docs/Group.pdfhttp://www.cshe.unimelb.edu.au/assessinglearning/docs/Group.pdfhttp://llt.msu.edu/vol13num1/kessler.pdfhttp://llt.msu.edu/vol13num1/kessler.pdfhttp://llt.msu.edu/vol13num1/kessler.pdfhttp://www.ascilite.org.au/ajet/ajet28/li.pdfhttp://www.ascilite.org.au/ajet/ajet28/li.pdfhttp://www.pgcps.pg.k12.md.us/~elc/learning1.htmlhttp://www.pgcps.pg.k12.md.us/~elc/learning1.htmlhttp://kennesaw.academia.edu/RyanRish/Books/975932/Engaging_adolescents_interests_literacy_practices_and_identities_Digital_collaborative_writing_of_fantasy_fiction_in_a_high_school_English_elective_classhttp://kennesaw.academia.edu/RyanRish/Books/975932/Engaging_adolescents_interests_literacy_practices_and_identities_Digital_collaborative_writing_of_fantasy_fiction_in_a_high_school_English_elective_classhttp://kennesaw.academia.edu/RyanRish/Books/975932/Engaging_adolescents_interests_literacy_practices_and_identities_Digital_collaborative_writing_of_fantasy_fiction_in_a_high_school_English_elective_classhttp://digitalcommons.liberty.edu/doctoral/110/http://digitalcommons.liberty.edu/doctoral/110/http://digitalcommons.liberty.edu/doctoral/110/http://kennesaw.academia.edu/RyanRish/Books/975932/Engaging_adolescents_interests_literacy_practices_and_identities_Digital_collaborative_writing_of_fantasy_fiction_in_a_high_school_English_elective_classhttp://kennesaw.academia.edu/RyanRish/Books/975932/Engaging_adolescents_interests_literacy_practices_and_identities_Digital_collaborative_writing_of_fantasy_fiction_in_a_high_school_English_elective_classhttp://www.pgcps.pg.k12.md.us/~elc/learning1.htmlhttp://www.ascilite.org.au/ajet/ajet28/li.pdfhttp://llt.msu.edu/vol13num1/kessler.pdfhttp://www.cshe.unimelb.edu.au/assessinglearning/docs/Group.pdfhttp://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Making-Group-Work-Productive.aspxhttp://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/Making-Group-Work-Productive.aspxhttp://www.alea.edu.au/documents/item/348http://www.edweek.org/tm/articles/2012/04/11/fp_graham.html?tkn=WLPFdTuga2reCM2G5KEtyYE80mq6o8PCPcxo&cmp=ENL-TU-NEWS1http://www.edweek.org/tm/articles/2012/04/11/fp_graham.html?tkn=WLPFdTuga2reCM2G5KEtyYE80mq6o8PCPcxo&cmp=ENL-TU-NEWS1http://waikato.academia.edu/DilaniPahalaGedera/Papers/1491023/Integration_of_Weblogs_in_Developing_Language_Skills_of_ESL_Learnershttp://waikato.academia.edu/DilaniPahalaGedera/Papers/1491023/Integration_of_Weblogs_in_Developing_Language_Skills_of_ESL_Learnershttp://www.theibsc.org/uploaded/IBSC/Action_Reseach/IBSC_Boys&Writing_V1.pdf


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Retrieved September 26, 2012 fromhttp://www.essortment.com/teaching-good-communication-skills-classroom-36140.htmlSite has activities for improving communication skills.

Snelling, C., & Karanicolas, S. (2008). Why Wikis Work: assessing group work in an online environment.Retrieved October 28, 2012, fromhttp://www.ojs.unisa.edu.au/index.php/atna/article/view/298/276

Woo, M., Chu, S., Ho, A., and Li, X., (2011) Using a Wiki to Scaffold Primary-School Students Collaborative Writing.Retrieved September 26, 2012 fromhttp://www.ifets.info/journals/14_1/5.pdf

Writing Process: Go Google Visible thinking techniques Retrieved September 26, 2012 fromhttps://docs.google.com/document/d/1N4VVCDo23PrlHHVRrB3j_GtpgkcpdV89H2kK_YiS55g/edit andhttp://geekcamp.c2e.org/camp-sessions/writing-process-and-reflection-go-google

Appendix A (Li et al. 2012)
http://www.essortment.com/teaching-good-communication-skills-classroom-36140.htmlhttp://www.essortment.com/teaching-good-communication-skills-classroom-36140.htmlhttp://www.essortment.com/teaching-good-communication-skills-classroom-36140.htmlhttp://www.essortment.com/teaching-good-communication-skills-classroom-36140.htmlhttp://www.ojs.unisa.edu.au/index.php/atna/article/view/298/276http://www.ojs.unisa.edu.au/index.php/atna/article/view/298/276http://www.ojs.unisa.edu.au/index.php/atna/article/view/298/276http://www.ifets.info/journals/14_1/5.pdfhttp://www.ifets.info/journals/14_1/5.pdfhttp://www.ifets.info/journals/14_1/5.pdfhttps://docs.google.com/document/d/1N4VVCDo23PrlHHVRrB3j_GtpgkcpdV89H2kK_YiS55g/edithttps://docs.google.com/document/d/1N4VVCDo23PrlHHVRrB3j_GtpgkcpdV89H2kK_YiS55g/edithttp://geekcamp.c2e.org/camp-sessions/writing-process-and-reflection-go-googlehttp://geekcamp.c2e.org/camp-sessions/writing-process-and-reflection-go-googlehttp://geekcamp.c2e.org/camp-sessions/writing-process-and-reflection-go-googlehttps://docs.google.com/document/d/1N4VVCDo23PrlHHVRrB3j_GtpgkcpdV89H2kK_YiS55g/edithttp://www.ifets.info/journals/14_1/5.pdfhttp://www.ojs.unisa.edu.au/index.php/atna/article/view/298/276http://www.essortment.com/teaching-good-communication-skills-classroom-36140.htmlhttp://www.essortment.com/teaching-good-communication-skills-classroom-36140.html


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Appendix B(Rish, R. 2011)

From AppendicesQuestionnaire for teachersPlease finish the questionnaire within 20 minutes. We will keep all the information you provide to us completelyconfidential. Thanks.

Name: _____________ Gender:__________ Age: ___________

1. What challenges and issues did you face when using a wiki to orchestrate the collaborative writing activities in yourclass?2. How did you deal with the challenges and issues encountered?3. From your observation, what is/are students response(s) regarding group writing using a wiki?a. Compared to

the irtraditional individual writing, do these students become more interested in their writing when doing it using a wiki?b. What kinds of difficulties did your students encounter in using a wiki for their writing?

c. How did the students manage to overcome them? And what kind of assistance did you offer to them?4. What observable improvement in writing ability, if any, did you see in the students work compared to their previouswriting without using a wiki?


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5. How does wikis tracking system help you provide support during the editing process in collaborative writing? Whatkind of support did you provide?6. How would you define your role regarding the whole process of students collaborative writing?7. Did your students show improvement in other abilities other than their writing ability? For example, reading ability,IT ability, knowledge management, collaboration ability, etc.?8. From your perspective, what are your perceived benefits gained by the students through this mode of learning usinga wiki?9. Will you continue to use the wiki-based collaborative process writing pedagogy in the future? Why?10. Any other comments?

Semi-structured interview questions to students1. Compared with writing with paper and pencil, do you like writing in joyous writing club more? Why?2. Do you think you can learn a lot from your peers in the collaborative writing process? What have you learned?3. Do you think the different opinions of your group members will affect the writing result? Why?4. Do you think you still want to write Chinese collaboratively next semester?5. Do you think the collaborative writing approach can help you improve your writing better,compared with a traditionalwriting approach?6. Do you think teachers guidance is very important in the collaborative writing process? What other help do you needfrom the teacher?7. Since you can receive evaluation and comments from your group members when you writecollaboratively with the wiki, do you think it is better than only receiving comments from your Chinese teacher?8. Since there is a larger audience who can view your article when you write composition on the wiki, do you think this

is an advantage of using wiki that can help you write composition more efficiently?When you write a composition on the wiki, do you think the communication among your classmates is very helpful foryour writing?10. Do you think the writing activities and the writing ability of each group member in your group will affect the writingresult significantly?11. Do you think the instructional design will affect the writing result significantly? For instance, how to groupstudents? How will group members collaborate with each other?12. What advantages does wiki-based collaborative process writing pedagogy have in your experience?13. What disadvantages does wiki-based collaborative process writing pedagogy have in your experience?

Elementary school high-grade narrative scoring criteriaProportion of components: (full score is 30 points)1. Topic - 5%, 1.5 points.

2. Ideas - 25%, 7.5 points.3. Content - 30%, 9 points.4. Organisation - 10%, 3 points.5. Sentence fluency - 20%, 6 points.6. Punctuation and spelling - 10%, 3 points; one incorrect character/punctuation is 0.5 points.

First Level Standard: (27-30 points)1. Topic: The topic of the composition is appropriate.2. Ideas: The writing ideas are healthy, clear and focused with a central theme completely.3. Content: Details support the theme. The description is vivid and the content can capture the readers interests.Besides, the content has intrinsic value.4. Organisation: Information is presented in clear sequence, making connections and transitions among sentencesand paragraphs.

5. Sentence fluency: The writer develops smooth flow and rhythm in sentences. Text has a natural, fluent sound; witha combination of simple, compound, and complex sentences beginning in a variety of ways throughout the text; withgood use of Chinese idioms, rhetoric, and proverbs.6. Punctuation and spelling: The writer uses correct punctuation, capitalisation and grammar.The writer uses correct spelling. The composition has enoughcharacters.


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Appendix C(Gedera, D. S. P. 2011)

Image below is fromhttp://sam2010eee.blogspot.com.au/2010/03/peer-feedback-guidelines.html(see editingsection, article by Gedera)
http://sam2010eee.blogspot.com.au/2010/03/peer-feedback-guidelines.htmlhttp://sam2010eee.blogspot.com.au/2010/03/peer-feedback-guidelines.htmlhttp://sam2010eee.blogspot.com.au/2010/03/peer-feedback-guidelines.htmlhttp://sam2010eee.blogspot.com.au/2010/03/peer-feedback-guidelines.html

collaborative writing edited1

Documents