A Single Good Mind: Collaboration, Cooperation, and the Writing Self

Yancey, Kathleen Blake; Spooner, Michael

doi:10.2307/358559

Cited by 21 publications

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“…The collaborative relationship is importantly designated by Swartz and Triscari as "the distinguishing feature of a collaborative learning partnership" (2011, p. 332). Yancey and Spooner (1998) ask whether it is the collaboration itself or the results of collaboration that is of most significance to people. Yancey and Spooner (1998) distinguish between collaborators and cooperators.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Yancey and Spooner (1998) ask whether it is the collaboration itself or the results of collaboration that is of most significance to people. Yancey and Spooner (1998) distinguish between collaborators and cooperators. Cooperators are defined as solitary individuals who performs discrete tasks "within a larger plan" (Yancey and Spooner, 1998, p. 52).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Cooperators are defined as solitary individuals who performs discrete tasks "within a larger plan" (Yancey and Spooner, 1998, p. 52). Collaborators, on the other hand, are persons moving towards consensus, integration and harmonious expression (Yancey and Spooner, 1998). Yancey and Spooner characterize this partnership as "a relationship among differences" (1998, p. 56).…”

Section: Review Of Literaturementioning

confidence: 99%

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A Study in Collaborative Writing

al.¹

2014

IJBMTE

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This article extensively surveys the topic of collaborative writing in the classroom in its literature review. It contrasts the virtues derived from the process of collaborating against the collaborative end product. Through a quantitative study conducted within three groups of L2 students in a small Mid-Western American university, the study seeks to identify the dynamics of the process and students' attitudes towards collaborative writing assignments. Our study considered the influence of student personalities, cultures, and student preferences for interaction, including the availability of technology and social media, in collaborating. In our small sample, we draw the inferences that students prefer face-to-face collaboration despite the availability of technology, and that collaborative writing scaffolds lower level learners in shorter page writing assignments, while it scaffolds more advanced learners in longer length writing assignments. Finally, we infer that collaborative writing has a positive effect upon learners individually and as team members.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

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A Study in Collaborative Writing

al.¹

2014

IJBMTE

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“…Spiegelman (1998) examines the concept of ownership in the context of peer review groups, arguing that, depending in part on specific economic and social conditions, student writers tend to vacillate between an individual and a communal perspective on authorship, leading to ambivalence about the very idea of working in peer groups. Yancey and Spooner (1998) consider the disconnect between composition studies's celebration of student collaborative work and the institutional structures of academia that often discourage or forbid it. Howard (1999) investigates evolving notions of plagiarism, considering both teachers' and students' attitudes and approaches toward incorporating other voices in their writing.…”

Section: Collaborationmentioning

confidence: 99%

Research in writing, postsecondary education, 1984-2003

Durst¹

2006

L1 Educational Studies in Language and Literature

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This review of research in college composition divides the field into research focused on the student writer, the teacher of college composition, and the contexts of writing. The period under review is characterized by the "social turn," an effort to situate the writer within social, political, and other contexts in which teaching and writing take place. The author finds that, early in the 21 st century, the field of college composition lacks the sort of monolith -such as the "current rhetorical" tradition that has now been largely abandoned -that galvanized teachers and researchers of college composition in the past. As a consequence, the field presently lacks a clear focus or direction. Key words: college composition, writing research DURSTFrench résumé Cette revue de question sur la composition à l'université comprend des recherches centrées sur l'étudiant-auteur, l'enseignant et les contextes d'écriture. La période examinée se caractérise par un " tournant social ", un effort pour situer l'auteur dans les contextes, social, politique ou autres, dans lesquels l'écriture et son enseignement prennent place. L'auteur constate que, au début du 21e siècle, la recherche sur la composition à l'université perd son caractère monolithique -comme la tradition de la " rhétorique classique " maintenant en grande partie abandonnée-qui a tant enthousiasmé les enseignants et les chercheurs dans le passé. En conséquence, ce domaine de recherche manque actuellement d'une centration, ou d'une orientation, claire. (Abstract translated into French by Laurence Pasa.) Mots clefs : composition à l'université, recherche en écriture Portuguese resumo. Este levantamento da investigação sobre composição no ensino secundário divide o campo de análise em investigação centrada no estudante escrevente, no professor de composição no secundário e nos contextos de escrita. O período em análise é caracterizado pela "viragem social", um esforço para situar o escrevente em contextos sociais, políticos e todos os outros em que o ensino e a escrita têm lugar. O autor considera que, no início do século XXI, o domínio da composição no secundário não tem o carácter sólido -como, por exemplo, na tradição "retórica contemporânea" que foi agora largamente abandonada -que galvanizou professores e investigadores no passado. Por isso, falta neste campo um rumo ou focalização claros. (Abstract translated into Portuguese by Paulo Feytor Pinto) Palavras-chave: composição no secundário; investigação sobre escrita

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“…As I have discussed elsewhere (Yancey 1998), I began thinking about these issues several years ago when I determined either to teach this course in a more productive way, or to give it up. Basically, what I did was to re-design the course, replacing texts, devising new assignments, and building in reflection throughout-in bi-weekly letters, in a closed email listserver discussion, in informal texts that asked students to record and comment upon their own learning, and in formal texts that made the same demands but that called for more definitive conclusions.…”

Section: Self-questioning/reflexivitymentioning

confidence: 99%

Under Construction: Working at the Intersections of Composition Theory, Research, and Practice

Farris¹,

Anson²

1999

College Composition and Communication

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A s a field of professional inquiry intertwined with the practice and teaching of its own subject, composition studies has enjoyed the steady pace of its own recent evolution. Few composition scholars twenty years ago would have imagined the rate at which the field is now developing, exploding beyond its boundaries, creating new alliances, and locating new sites for inquiry and knowledge production. These current transformations owe in part to the inevitable burgeoning of a theoretically interdisciplinary field with a strong orientation toward self-reflection. They also owe to unprecedented changes underway in higher education, changes pressured by shifts in the politics and economics of university administration, the advent of new technologies, population changes that affect student demographics, and the creation of alternative structures and contexts for teaching and learning.Composition, in seeking a disciplinary identity, is questioning the ways it creates and mediates knowledge and the ways in which that knowledge informs and is informed by various contexts for research and practice. This collection focuses on the ways in which composition reconsiders established dichotomies, examines new connections among areas of inquiry, and suggests avenues for inquiry that have transformative consequences for the sites of theory, research, and teaching.When we first proposed this volume of essays, we sought submissions that reconsidered the relationship among theory, research and practice, expecting that our focus would primarily be on the changing face of composition research. Our open call and invitation to individual scholars, however, resulted in very few reports of research studies, but rather in contributions that reflect the extent to which the theory/research/practice relationship now occupies our disciplinary thinking.Since the publication of Stephen North's The Making of Knowledge in Composition: Portrait of an Emerging Field (1987), the past decade has seen attention to research methodology largely displaced by conflict between theory and practice. This conflict, still rooted, one might argue, in the desire for a unified theory, often centers on the extent to which any theory employed by compositionists must grow, if not from research, then from practice, or at leasthave direct pedagogical implications. While North sought to recuperate the contributions of practitioners, his characterization of their knowledge as "lore" and their relationship to scholars as a power struggle has contributed to an anxious debate among compositionists. Joseph Harris (1994Harris ( , 1997, reflecting the view of many in the field, finds it necessary to declare that the composition classroom remains at the center of his concerns and that theory ("how knowledge gets made") only interests him insofar as it influences practice (x).On the other hand, Sidney Dobrin argues in his recent book, Constructing Knowledges, that "theory can exist without practical applications" (152). Our authors' reconsiderations, located all along this cont...

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A Single Good Mind: Collaboration, Cooperation, and the Writing Self

Cited by 21 publications

References 0 publications

A Study in Collaborative Writing

A Study in Collaborative Writing

Research in writing, postsecondary education, 1984-2003

Under Construction: Working at the Intersections of Composition Theory, Research, and Practice

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