A Hundred Times We Learned from One Another Collaborative Learning in an Academic Writing WorkshopReport as inadecuate

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South African Journal of Education, v35 n1 Article 860 Feb 2015

Using Design Research as methodology and research design type, this article reports on a research proposal writing workshop conducted with Education postgraduate students, with the aim of ascertaining the roles that conversation, collaboration and feedback play in constructing meaning and supporting writing. It was found that through conversation, as part of a general discourse within a community that students whose first language may differ from that of others, but for whom the language of learning is English, are able to share with tutors and other students, and to negotiate meaning. The construction of knowledge is consequently dependent on conversation between students, their peers and the tutors within a collaborative community, such as a writing centre, in which feedback on writing is offered and received in order to support student writing.

Descriptors: Collaborative Writing, Writing Instruction, Workshops, Proposal Writing, Graduate Students, Feedback (Response), English (Second Language), Second Language Learning, Academic Discourse, Second Language Instruction, Peer Relationship, Tutors, Laboratories, Writing (Composition), Student Attitudes, Questionnaires, Needs Assessment, Foreign Countries, Intervention

Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index

Author: Dowse, Cilla; van Rensburg, Wilhelm

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=154&id=EJ1135157

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