If writing and thinking are forms of conversation, collaborative learning is an extension of social constructionism into the composition classroom¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1988 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The paper argues that, if writing and thinking are conversation and conversation is how communities of scholars create knowledge, collaborative learning extends social constructionism into the composition classroom. → DeCiccio 1988

Evidence¶

DeCiccio 1988¶

DeCiccio, Albert C. (1988). Social Constructionism and Collaborative Learning: Recommendations for Teaching Writing. Paper presented at the Annual Meeting of the Conference on College Composition and Communication. https://eric.ed.gov/?id=ED294201

q1 · i? · theoretical · r2

Theoretical argument in a conference paper, reporting no data. It reasons from the premise that "writing and thinking are forms of conversation and conversation is the means whereby communitiesof scholars create knowledge" to the conclusion that collaborative learning is "an extension of social constructionism into the compositionclassroom".

"Ifwe accept the concept that writing and thinking are forms of conversation and conversation is the means whereby communitiesof scholars create knowledge, then we must accept the fact that collaborativelearning is an extension of social constructionism into the compositionclassroom."

Discussion¶

Related Claims¶

• Collaborative Learning Improves Outcomes
• Reacculturation into a new community is argued to be virtually impossible alone and to require collaboration — related
• Students' writing is argued, citing Bruffee, to be only as good as their conversation about writing — related
• Collaborative writing methods such as peer criticism and group revision were in use before the collaborative learning movement — related
• Acting on the collaborative writing recommendations is argued to produce active student writers who attend to what their peers say — a narrower finding that bears on this claim
• Language and dialogue operationalize the networking capacities that connectivism values — related