History[ edit ] Interactive computing technology was primarily conceived by academics, but the use of technology in education has historically been defined by contemporary research trends.
Where can I learn more about WAC? Surprisingly, teachers have been known to assign writing tasks without articulating to themselves what the task is supposed to do for students.
Good writing assignments always start with a clear goal that the teacher can express, usually on the assignment sheet so that students understand the goal as well.
Good writing assignments also often take shape by thinking backwards. In effect, teachers ask themselves, "What do I want to read at the end of this assignment? Five Principles As you think about making up writing assignments, use these five principles: Tie the writing task to specific pedagogical goals, particularly those articulated in the overall course goals.
Note rhetorical aspects of the task, i. Break down the task into manageable steps. Make all elements of the task clear.
Include grading criteria on the assignment sheet. Writing Should Meet Teaching Goals Asking questions like these about your assignment will help guarantee that writing tasks tie directly to your teaching goals in the class: What specific course objectives will the writing assignment meet?
Will informal or formal writing better meet teaching goals? Will students be writing to learn course material or writing conventions in the discipline or both? Does the assignment make sense? Work Backward from Goals Although it might seem awkward at first, working backwards from what you hope the final drafts will look like often produces the best assignment sheets.
We recommend jotting down several points that will help you with this step in writing computer supported collaborative writing assignments assignments: Why should students write in your class? State your goals for the final product as clearly and concretely as possible.
Note specific skills that will contribute to the final product. Sequence activities reading, researching, writing to build toward the final product. Beyond the Basics Writing tasks fill many different roles for students, so defining good writing assignments begins with the specific instructional context.
For that reason, the first key to writing a good assignment is tying the task to the specific course goals.
After taking your class and its goals into account, though, several other principles can improve the writing tasks you assign and the writing you get from students. Consider the Rhetorical Situation Perhaps most important, as noted in the five principles section, is to consider the rhetorical situation.
By this, writing experts mean that you should think carefully about the audience you want students to write to as well as the particular genre or format for the final document and the larger context for the document.
Setting up your writing assignment so that the target reader is someone other than you, the teacher, might result in the most improvement in student writing.
Students, after all, have had extensive experience writing to teachers, and students know that teachers are a "captive" audience. Your job mandates that you read carefully and respond to their texts. So for students, the teacher is not necessarily a reader or audience that will motivate the best possible work on a writing task.
Indeed, Hilgers et al. In many instances, the assignment called for a hypothetical audience other than the teacher, but even when the assignment didn't prompt students to write for readers other than the teacher, students directed their work toward "an individual they believed has specific content knowledge such as a CEO, coworker, or technician" Although some experts Freedman et al.
A further extension of this move toward providing rich writing contexts beyond the teacher involves writing tasks that actually target real readers. Many senior design projects and management projects in engineering and natural resources involve pairing students with actual clients so that students must take into account the particular needs of their readers.
But even if your particular class doesn't allow you to pair students with actual clients or other readers, consider ways in which you can create a meaningful context with readers beyond the teacher in the classroom see, for example, Ward, As they explain, Our initial case-study assignment, used for the first two years of the course, required students to explore the scientific principles involved in the Bhopal disaster where thousands of people died in an industrial chemical accident The second assignment, used in the third year, required students to formulate and defend an argument whether research in the field of cold fusion should continue to be supported.
Students responded positively on affective surveys, a typical reaction to carefully designed writing tasks.
More significantly, "students in this chemistry course outperformed the majority of students across all undergraduate levels at the university" In addition to audience concerns, students also benefit from understanding how and why a particular format or genre helps them communicate with a target audience especially when we think of genres as those recurring rhetorical reactions to typical communicative situations.
From YouTube videos in organic chemistry Franz, to position papers in public relations Powell, to posters in physiology Mulnix,teachers are helping students to write in genres that immediately connect them with the real readers of their future professional settings.
Why does this attention to audience and genre seem to matter so much to student writing? In recent years, several studies Adam, ; Beaufort, ; Belfiore et al.Computer supported collaborative writing in the L2 (hereafter CSCWL2) has been argued to foster greater awareness of the writing process, to help writers gain a sense of audience, and through processes often accompanying collaborative writing, such as oppor-.
Support for cognitive aspects of collaborative writing include both individual and group authoring activities.
Another group activity is the formation of sub-groups. Support for sub-groups may include sub-group only access, authoring, and communication privileges. Writing tasks fill many different roles for students, so defining good writing assignments begins with the specific instructional context.
For that reason, the first key to writing a good assignment is tying the task to the specific course goals. Classroom Practice: Collaborative Writing Description This exercise would be organized over a series of classes (series of steps, or assignments), and would revolve around a single topic, or an issue determined by the instructor.
"Computer-Supported Collaborative Writing: The Workplace and the Writing Classroom." Journal Of Business and. Request Article PDF | Computer supported collaborative writing in an early learning classroom | Citations: 51 | Abstract This paper describes a collaborative experiment in an early learners' classroom, equipped with special software and hardware to support the acquisition of initial reading and writing skills.
computer-supported collaborative writing facilitate acquisition of these skills. I will discuss this Problem Based Learning and Computer-Supported Collaborative Writing Assignments Business writing courses that use problem-based learning assignments give students the opportunity to such as a business plan in a business writing .