How Students Write Together: Analyzing the Processes and Products of a Collaborative Writing Project

• In Event: Poster Session 14
  In Poster Session: Advances in Reading and Writing Research

Abstract

This study investigated how college students engaged in a collaborative writing assignment that required the simultaneous development, review and revision of a piece of writing using Google docs. Thirteen students were organized into 4 heterogeneous based on writing ability. Using a multiple case study design, we explored factors related to manuscript production, including individual abilities and contributions. Data sources included the Google docs revision histories and transcripts of meeting discussions as well as follow-up interviews. Analysis suggested that: writing ability was only somewhat predictive of roles; individual roles (developer, editor, proofreader) were flexible and variable within groups, the writing process was highly recursive rather than linear; and community building was essential to collaborative success.

Authors

• Susan F. Skawinski, Providence College

• Marcy Zipke, Providence College