This paper discusses how primary school students, who are writing together in the context of inquiry learning, explicitly orient to knowing of oneself and others within the peer group. Using Conversation Analysis, we disclose the conversational functions of assertions holding 'I know', 'you know' and 'we know'. First, students position themselves…

In the current research-focused climate, academics are facing increasing pressure to produce research outputs. This pressure can prove particularly daunting for early career (EC) academics, who are simultaneously attempting to master new teaching and administrative demands while establishing their own independent research trajectories. Previous…

Academic writing is a vital, yet complex skill that must be developed within a doctoral training process. In addition, becoming an academic researcher is a journey of changing sense of self and identity. Through analysis of a group session, we show how the feedback of peers addresses questions of structure and writing style along with wider issues…

In order to optimize students' peer feedback processes, this study investigates how an instructional intervention in the peer assessment process can have a beneficial effect on students' performance in a wiki environment in first-year higher education. The main aim was to study the effect of integrating a peer feedback template with a varying…

Although the effectiveness of computer-mediated collaborative writing (CMCW) is confirmed by many recent studies, only a few have investigated whether linguistic knowledge and writing skills learned through collaboration can be internalized and transferred to individual writing. This study uses a pre-and post-test design to investigate the impact…

The alarming results of large studies such as the National Assessment of Educational Progress (NAEP; National Center for Education Statistics, 2012) point to an urgent need for writing support and call for specific and effective methods to foster writing competencies. The main purpose of this paper is to describe an innovative peer-assisted…

There are a plethora of opportunities for pupils to write across the curriculum. Each academic discipline may well provide chances for pupils to develop skill in writing, science being no exception. The science teacher needs to develop pupil knowledge in science as well as using the contents in written work. Learning to write and writing to learn…

Explores the concept of peer writing groups by reviewing research and offering a plan for preparing, training, monitoring, and evaluating the peer writing group. (SD)

Reports on the results of survey research designed to determine how students feel about peer assistance and group writing. Finds that results were generally favorable, although more problems surfaced regarding collaborative projects than peer criticism. States that statistical analysis of objective and open-ended items yielded suggestions for…

Reviews selective research on collaborative writing and then shows how group dynamics and peer review techniques can be integrated into classroom group writing projects. (TB)

Follows the progress of seventh-grade students as they plan, compose, revise, and edit a group novel. States that, using computers, students worked in peer groups developing chapters independently; then they shared work and applied revision practices developing from their views of emerging text. Shows how the project gave the group a sense of…

A demonstration of a classroom writing group in action, this 35-minute interactive video and instructional booklet focus on writing as a shared act of communication. The videotape models structure and process rather than any particular kind of writing, and the group process can be adapted to a variety of writing tasks and requirements. The…

Using ethnographic research techniques, a study examined the nature of the process whereby a three-member collaborative writing group responded to literature and to each other through a local area network (LAN) and also generated a group composition. The three subjects--of varied educational backgrounds--discussed questions associated with a novel…

Discusses the benefits to be derived from full collaboration in the writing process. Suggests that students learn from sharing their abilities and difficulties and gain emotional and technical support from working with their peers. This is particularly helpful for those students who lack confidence in their writing. (RBW)

Tells a story that shows how a pedagogy based on a naive vision of care, one in which both collaborators are to treat each other with reciprocal integrity and compassion, can go awry. Offers three precautions that writing teachers can enact toward a more responsible pedagogy of collaboration. (TB)