Natalie Eberspacher
Vanessa Perez
Ruby Delacruz
Valeria Perez
Process Writing & Collaborative Writing
The process of writing is the series of actions required to produce a well-written text. A great strategy to teach the writing process is by introducing collaborative writing. This strategy involves two or more persons working together to produce a writing document. During collaborative writing, writers follow the process of writing while working as a group.
Annotated Bibliography
Pifarre, M., & Fisher, R. (2011). Breaking up the writing process: how wikis can support understanding
the composition and revision strategies of young writers. Language & Education: An International Journal, 25(5), 451–466. https://doi-org.libproxy.uhcl.edu/10.1080/09500782.2011.585240
The article focuses on how to support best immature writers in the development of their understanding of the writing process this article presents a small-scale study that investigated how writing in a wiki environment might facilitate and support students' use of composition and revision strategies. For younger children, the writing process is more direct “think it, write it” (McCutchen 1988). In their research, children were asked to write captions for photos of members of their family. the process, for the purposes of this paper, we intend to use the terms composition and revision to encompass those elements of text production that include the generation and transcription of ideas and the evaluation and reformulation of those ideas into finished written text. Teachers need to provide a context that supports students’ learning of the writing process to help them move from telling to transforming (Null 2010). Wiki supports knowledge transforming strategies in writing and also collaborative learning and writing, learners can benefit from the opportunity to appropriate the new ideas and transform their own knowledge through reflection.
Jones, D. “Lyn,” Jones, J. W., & Murk, P. J. (2012). Writing Collaboratively: Priority, Practice, and
Process. Adult Learning, 23(2), 90–93. https://doi-org.libproxy.uhcl.edu/10.1177/1045159512443526
In this article, the authors explain the difficulties and advantages that are presented when writing collaboratively. Collaborative writing is a process in which the teacher has to know what are the abilities of each student, who might become the team leader, the coauthors, the editors, what each student will bring to the group, and more importantly will the students be able to work together. According to the authors, they believe there should be one person in the group who ensures that there will be communication and physical or online meetings to work together. They also mention how collaborative writing is important because we perform collaborative transactions all the time when listening, reading, and speaking. This article is written for adults and teachers to understand what obstacles can be presented when having students write collaboratively. The information in this article can provide additional information for teachers when having collaborative writing and can help the students when writing collaboratively.
Krishnan, J., Cusimano, A., Wang, D. & Yim, S. (2018). Writing Together: Online Synchronous
Collaboration in Middle School. Journal of Adolescent & Adult Literacy, 62(2), 163–173. https://doi.org/10.1002/jaal.871
This article focuses on the relation between collaborative writing and the process of it. The article helps the audience see the outcome of collaborative writing and the process of it by following the interactions of a group of middle school students. These middle school students are given a writing project to work on. This article is helpful for teachers so they can see the outcome of what happens when students work together. This is a great article for teachers when it comes to planning a lesson on collaborative writing. In the article, teachers can read and analyze the skills that are being implemented.
2. Practitioner Sources
Day, K., & Eodice, M. (2001). What They Do: How the Co-authors View Their
Collaborative Writing Process. In First Person Squared: A Study of Co-Authoring in the
Academy (pp. 121-142). Logan, Utah: University Press of Colorado. doi:10.2307/j.ctt46nxhs.8
This book discusses the way co-authors view their collaborative writing process, as well as how the way the teacher who require collaboration group their students. The author feels as if there is no guaranteed formula for creating successful collaboration groups.
This book chapter would be beneficial for a teacher who is struggling with grouping for collaboration.
Johnson, K., & Westcott, P. (2013). Writing Like Writers: Guiding Elementary Children through
a Writer's Workshop. Waco, TX: Prufrock Press.
This book gives educators meaningful ways in which they can teach writing in their classroom. It talks about different topics for example strategies to teach and incorporate in writing lessons. Some examples the book has is how to use a photograph for writing purposes and another example is how to use a timeline to organize a writing story/essay. Elementary teachers should read this book to further enhance their lessons. This book has great examples for the classroom. Sometimes students do not have an interest in writing, but with this book, the teacher can modify, enhance and tweak activities to fit the needs of the students. The ideas in the book would help teachers who sometimes feel like they are teaching the same thing repeatedly. They can find innovating ideas that will be beneficial to both educator and student.
Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A
handbook for college faculty (Second ed.). San Francisco, CA: Jossey-Bass.
This book helps educators by giving them ideas on how to teach collaborative writing and the process of writing in their classrooms. It talks about how students learn by integrating new information into their existing knowledge. When students interact with each other their knowledge is developed. When students come to group learning with diverse backgrounds, but their knowledge overlaps enough to allow for a common base for communication. This is an awesome book to make new teachers and current teachers realize how important is to teach our students to work collaboratively and also why the writing process is so important. I believe this practitioner source is awesome to have it in your bookshelf to help students understand and practice collaborative writing.
3. Example Assignments/Lessons
Knutson, M. (2017, November 14). Reviewing the Research Process | Lesson Plan |
Education.com | Lesson plan. Retrieved November 20, 2018, from https://www.education.com/lesson-plan/reviewing-the-research-process/
This lesson plan explains the process of research. This lesson also ties in with the writing process and collaborative writing. In the lesson, students are introduced to research and how to do it. The lesson starts with the introduction, it also has an independent activity and also a group activity. The lesson breaks step by step the process of research for the students. First is the introduction to the term research. This is then followed by a writing exercise for students to practice. There is also an activity of an activity for both the class and the teacher to work on together. There is also an assessment toward the end of the lesson to see what the students learned.
The lesson ends with reiterating the topic introduced which was research. This lesson plan is great for interaction between students by discussing ideas and also good for independent practice. This lesson plan is good to get students to think about ideas they are interested in and helps develop research and writing skills.
Enokson. (2011, September 7). The Writing Process [Infographic]. Retrieved from
https://www.flickr.com/photos/vblibrary/6124465878
In this infographic, we can see the entire writing process with information to follow under each section. We have sections on each bubble like prewriting, writing, revise, rewrite, proofread, and publish. Enokson included arrows in between the sections so that the students can understand the instructions of the process of writing. The arrows allow the students to understand that they can go back and forth depending on where they are on their writing and what is still needed for their writing. The purpose of this infographic is to guide writers through the writing process with a visual representation. This information can be beneficial to both teachers and students. Teachers can use it to teach the process of writing by introducing each step with a simple short paragraph, and students can use it to follow it when writing essays.
One of the activities we came up with is to have the student’s think of an issue that is important to them. Did they see something that bothered them at school, home, or outside (grocery store, barber, etc.). Have the students write a paper following the writing process explaining what bothered them, along with why and how the situation could have gone differently.
Barbeiro, L. (2005). Writing in a Circle of Stories. The Reading Teacher, 59(4), 380-382.
Retrieved from http://www.jstor.org/stable/20204361
In this article, Luis Barbeiro explains the project and activity he worked on with different schools and students. He calls this project Writing in a Circle of Stories. He talks about the advantages of this project and explains the sequential strategy of the activity. This article is written from a supervisor of teacher training activities so that teachers can implement this project in their classrooms. The purpose of this article is to inform teachers of a great collaborative strategy that can be used to engage and motivate the students in writing.