THE COLLABORATIVE WRITING PROCESS An Investigation in Four Parts
1. ROLES IN THE COLLABORATIVE WRITING PROCESS
THE TEACHER’S ROLE IN THE COLLABORATIVE WRITING PROCESS Provide writing models to use for discussion Provide students with a variety of pre-writing strategies Discuss the evaluation criteria (rubric) with students before students begin work on the assignment Offer individual conferences with students about their writing Function as an editor who is concerned with clarity, word choice, voice, grammar and mechanics Allow students to express themselves so they can develop their own writer’s voice Acquaint student with references and training in the tools of the writing craft: word processing software (e.g., Google Docs), graphic organizers, etc
THE STUDENT’S ROLE IN THE COLLABORATIVE WRITING PROCESS Introduce, discuss and develop the topic using a variety of pre-writing strategies Use peers in the writing process — as designed by the teacher Organize supportive ideas by using a graphic organizer (can be a group process) Compose the first draft Use the rubric and peer responses to revise the first draft / Peers should be editors who are concerned with: clarity,organization, development, voice and word choice Revise all ideas that are not clear or do not have examples Reveal their own voices in their writing Read various drafts of writing in large or small groups Review the final copy in small groups by reading aloud Edit paper for spelling, grammar, and punctuation Write or word process a final draft
2. ORGANIZING THE CLASSROOM FOR THE COLLABORATIVE WRITING PROCESS
Peer Conferencing Table
Teacher Conferencing Table How to Organize a Classroom to help with the Collaborative Writing Process Writing Supplies Zone: Graphic Organizers, Post-It Notes, Rubrics, Editing and Revision checklists, paper, pencils, etc.
Student Writing Center
Note: The process above assumes a paper/pencil scenario. Digital sharing is another way to implement the collaborative writing process. Both teachers and peers can share writing and editing via Google Docs, for example.
3. WRITING RUBRIC
• • • • • •
4. Advanced
Main idea clearly explained Ideas well organized with great detail Author’s personality is very evident Effective word choice and usage Sentence fluency and variety Correct capitalization, punctuation and spelling
3. Proficient • • • • •
Main idea explained Ideas sufficiently organized with some detail Author’s personality is somewhat evident Appropriate word choice and usage Adequate sentence sense and minimal sentence errors • A few errors in capitalization, punctuation and spelling
2. Basic
Main idea not well explained Ideas poorly organized and underdeveloped Little evidence of author’s personality Occasional inappropriate or incorrect language usage • Poor sentence structure — some sentence fragments and run-ons • Inconsistent use of capitalization, punctuation and spelling • • • •
1. Minimal Performance
Main idea unclear or absent Ideas unorganized and undeveloped No evidence of author’s personality Generally inappropriate or incorrect language use • Lack of sentence structure: sentence fragments and run-ons very evident • Incorrect use of capitalization, punctuation and spelling • • • •
4. COLLABORATIVE WRITING FLOW CHART
Ideas
Organizing of Ideas
• Past Experience • Current Topics • Brainstorming • Discussion • Literature • Student Interest • Class activity
