176,421 research outputs found
Podcast episode: The collaborative writing group: creating a writing community
No full textWriting a doctorate can be a lonely experience, but when compounded by a global pandemic, the desire for connection and community became almost overwhelming for one group of people. Their solution lay in writing together. Despite never having met before, the 10 authors of this paper decided to join forces and create something together that was far richer as a result than anything they could have produced on their own. This act of writing worked to shape their identity as a group, by providing a point of contact, allowing individual voices to be heard, and building a trusted space for sharing ideas. By becoming in a sense their own data, they got to know themselves and each other much better, and collective autoethnography has become the standard methodology for the group. The sense of collective ownership of the group has become a sustaining element, giving it life and prompting all the members to go further and write more
Students and staff working in partnership: experiences from a collaborative writing group
No full textHigher education institutions are striving to enhance student engagement in learning (Carini et al, 2006). Increasing the degree of student ownership of the learning process and offering an authentic situated learning experience (Brown et al, 1989) are possible ways to enhance student engagement. In response to this, participants on a postgraduate programme in Professional Education at Queen Margaret University (QMU), Edinburgh, were invited to set up a writing group in partnership with a member of staff from the programme team. Participants on this course were either lecturers at QMU, lecturers at other higher education institutions or health professionals with an education remit. All participants were under differing degrees of pressure to publish written work related to their practice and only the member of staff from the programme team had published previously. Many of the participants were not confident in their ability to produce writing for publication (Dixon 2001).
This paper outlines the experiences from this collaborative writing group in which members of the group wrote an article for publication about their perceptions of being involved in an action research project. An outline is given of the aims of the writing group, the writing approach adopted, the group processes involved and the outcomes from the group. This work offers insights into how partnership working between ‘students’ and ‘academics’ as part of a course, can enhance student engagement in learning and develop their confidence to write and publish
Narratives of professional development in a teachers’ creative writing group
No full textThis paper explores teachers’ experiences of professional development in a creative writing group. The data was collected in a teachers’ creative writing group and consist of semi-structured interviews and creative writing assignments. Reflexive thematic analysis and narrative analysis were applied to compose a nonfiction piece that describes the teachers’ experiences of a ‘year of creative writing’. Within the nonfiction piece, four themes were presented as findings of the study: social aspects, personal and emotional aspects, writer identity aspects, and pedagogical aspects. The results suggest that utilising creative writing methods in qualitative research can raise otherwise hidden voices and experiences that may be difficult to express through the academic language.peerReviewe
Preparing pupils for peer or group response
No full textTeaching writing is a complex skill, and one that needs attention if student writing scores across New Zealand are to improve. The teaching of writing has changed over the years from a traditional product approach, where students wrote for the teacher, to a more collaborative approach where students work together as part of a writing community.
Peer or group response is one approach that teachers can use when building a writing community as part of their writing programme. This typically involves groups of students sharing and responding to writing, usually during the revision stage of the writing process. Students use the responses they receive from peers to revise their message, which in turn impacts on the quality of writing produced.
Preparing students for effective peer or group response is a sophisticated process that requires careful planning and preparation. This research used qualitative observations and interviews to investigate some of the ways that four teachers prepared their students for peer or group response in writing. The results of this study suggest that there are a number of ways to prepare students for response in writing and that teachers will coach students how to respond to their own and others’ writing differently, depending on the discourse/s of writing and teaching writing that they consciously or unconsciously subscribe to. This research also shows that response activities motivate students, and suggests the benefits of adopting a school-wide approach and involving teachers in professional development to help develop their identity as a writer
Dr Kylie Fitzpatrick - Presentation 3 May 2017 - Empathy Group - writing in the first person
No full textThis item contains audio of the presentation by Dr Kylie Fitzpatrick on 3 May 2017 for the Empathy Group. Novelist & lecturer Kylie Fitzpatrick on writing in the first personDr Kylie Fitzpatrick has a background in television production as a script editor and researcher in Britain, America and Australia, works as a manuscript editor and mentor, and tutors on the Creative Writing undergraduate degree course at Bath Spa University, having graduated from our own MA and PhD programmes. Kylie has written four books, most recently The Silver Thread, a historical novel with social and political dimensions, and has a research interest in creative writing for therapeutic purposes and for wellbeing.Meeting minutes can also be found on our repository here:https://data.bathspa.ac.uk/articles/Empathy_Group_-_Meeting_10_Notes_3_May_2017/9632192</div
The European Survellance system of contact allergies (ESSCA): results of patch testing the standard series, 2004
No full textCollaborative Writing in EFL Classroom: Comparison on Group, Pair, and Individual Writing Activities in Argumentative Tasks
No full textThis study focused on comparing the effects on 32 students’ argumentative writing qualities when they worked alone or collaborated in pairs and groups and explored the students’ opinions towards critical thinking across different writing activities. The 32 students were divided into groups of four (n=8), pairs (n=16) and individuals (n=32). Their papers were rated in terms of content, language use, and organization by three raters. The research employed argumentative writing rubrics, semi-structured interview, and observation. From the total of 15 points, the novice learners gained the highest scores when writing in groups (X ̅ = 11.22), followed by pairs (X ̅ = 10.19) and individuals (X ̅ = 8.98). The intermediate learners also gained the highest scores in group work (X ̅ = 11.50), followed by pairs (X ̅ = 10.32), and individual work (X ̅ = 9.04), respectively. Similar to the advanced level, they had the highest scores when working in groups (X ̅ = 11.95), followed by pairs (X ̅ = 10.45), and individuals (X ̅ = 9.45). The findings indicated that group work led to the highest scores in all proficiency levels and in groups, the students’ critical thinking improved regarding analyzing, evaluating and creating information when they brainstormed, shared and discussed all information. In pairs, the students also demonstrated that their critical thinking developed but only in analyzing from sharing information with a partner. In individuals, all proficiency levels reported that critical thinking was not developed as no interaction with peers
An Exploration of Communication Strategies for Effectively Organizing and Managing Collaborative Grant Writing Groups
No full textThe present research explored approaches to collaborative grant writing, as little is known about the details or range of variation in the processes that are currently deployed by professionals working within this context. Findings were used to build a typology of the roles specific to collaborative grant writing groups, provide a discussion of ideal group composition and leadership, and to identify and suggest ten best practice strategies for organizing and managing group dynamics and tasks during the phases of the collaborative writing process
The influence of peer group response: Building a teacher and student expertise in the writing classroom
No full textNew Zealand students in the middle and upper school achieve better results in reading than they do in writing. This claim is evident in national assessment data reporting on students’ literacy achievement. Research findings also state that teachers report a lack of confidence when teaching writing. Drawing on the National Writing Project developed in the USA, a team of researchers from the University of Waikato (New Zealand) and teachers from primary and secondary schools in the region collaborated to “talk” and “do” writing by building a community of practice. The effects of writing workshop experiences and the transformation this has on teachers’ professional identities, self-efficacy, and their students’ learning provided the research focus. This paper draws mostly on data collected during the first cycle of the two-year project. It discusses the influence of peer group response – a case study teacher’s workshop experiences that transformed her professional identity, building her confidence and deepening her understandings of self as writer and ultimately transforming this expertise into her writing classroom practice
Patchwork E-Dialogues in the professional development of new teachers
No full textBook chapter in "Technology supported learning and teaching: a staff perspective." Edited by John O'Donoghue, 2006In this chapter the authors contend that the encouragement of reflective writing within professional learning programmes is not new. They suggest that electronic technologies, however, afford exciting opportunities to develop this practice to support participative and collaborative learning beyond barriers of time and place. This chapter explores the value of asynchronous dialogue in creating and sustaining communities of practice, with particular emphasis on the role of the e-mentor
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