An in-depth study into the issue of peer editing and collaborative writing - a practice whereby other students assist their classmates in improving their writing skills.
Written in 2002; 3,205 words; 5 sources; MLA; $ 92.95
Paper Summary:
A study which shows that there has been a vast increase in the use of computer support technology at the college level. It explains how, in the field of composition, this has dove-tailed with an increase in the use of peer editing and collaborative writing projects as a means to improve the quality of student learning. This project explores the question of whether computer technologies facilitate quality student learning through collaborative writing and what process best supports this goal.
From the Paper:
"Peer editing and collaborative writing as processes have emerged from the post-modernist tradition. This tradition is focused more on the text itself and its construction than on truth claims that the author has portrayed the real world. There is also an emphasis on the relationship between the reader and text, including who reads particular kinds of texts and what happens during that reading process. The reader participates in the construction of the text, which means that the reader, and groups or types of readers, participation in the construction of the consensus concept of reality (Barthes and Howard, 1991). Falch (1994) emphasized that point in his discussion of post-modernism and collaborative writing. For him, language arises specifically from embodiment, or the material nature of human existence. Language helps people to locate their identities in relationship to the physical world. The collaboration is between human physicality and human consciousness, expressed in language. This creates a perception of, and concepts about, reality. Collaborative writing is simply a more conscious, and explicit, process of creating consensus reality."
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