Acting on the collaborative writing recommendations is argued to produce active student writers who attend to what their peers say¶

Claim · All claims
Evidence · 1 study (2 entries) · 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 a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The author submits that acting on the recommendations will yield active student writers who focus attentively on peers' responses to prepared problems. → DeCiccio 1988 q1 i? The author also submits that the recommendations will help students learn tact and responsibility and avoid destructive confrontations. → DeCiccio 1988 (2)

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

The author's own prediction in the paper's conclusion, not a tested result. The reason given is that teachers "will be helping them to focus attentivelyon what their peers say"; no data are offered.

"I submit that if we act upon these recomendations we will havemore active student writers, for we will be helping them to focus attentivelyon what their peers say in response to problems we prepare."

DeCiccio 1988 (2)¶

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

A further predicted benefit stated in the conclusion, with no data and no argument beyond the recommendations themselves: students will "learn tact and responsibility".

"We will help students to learn tact and responsibility and the ability to avoid destructive confrontations with different personalities."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• Collaborative Learning Improves Outcomes
• Students' writing is argued, citing Bruffee, to be only as good as their conversation about writing — related
• Collaborative Writing Improves Text Quality — a broader claim this one bears on
• Peer Feedback Improves Writing — related
• Collaborative writing methods such as peer criticism and group revision were in use before the collaborative learning movement — related
• The quality of feedback students give peers predicts gains in their own work, but no recorded study isolates a causal benefit of the assessor role — related
• If writing and thinking are forms of conversation, collaborative learning is an extension of social constructionism into the composition classroom — a broader claim this one bears on