1. LEARNING TO WRITE: A COMPUTER SUPPORT FOR A COOPERATIVE PROCESS

2. What this is all about…… Findings from studies that reflect the goals of obstacles to cooperative learning in writing classrooms, with a focus on cooperative response and revision activities. Findings from studies that reflect the goals of obstacles to cooperative learning in writing classrooms, with a focus on cooperative response and revision activities. Present a word processor called “Work in Preparation” (Prep) that is intended to support cooperative learning to write. Present a word processor called “Work in Preparation” (Prep) that is intended to support cooperative learning to write. Present observations on how students and instructor worked together with Prep to overcome difficulties of cooperative learning activities. Present observations on how students and instructor worked together with Prep to overcome difficulties of cooperative learning activities.

3. LEARNING TO WRITE: A COMPUTER SUPPORT FOR A COOPERATIVE PROCESS Some results on learning to write studies….. LEARNING TO WRITE IN COOPERATIVE CONTEXT There is a small evidence suggesting that students working together in writing activities, can bring overall positive effects. Students who wrote exclusively for their instructors were more likely to see their texts as objects to be judged and to see revision as low-level editing. Students who wrote exclusively for their instructors were more likely to see their texts as objects to be judged and to see revision as low-level editing. Students who wrote for one another were more likely to view their texts as acts of communication and to see revision as a process of reconceptualization. Students who wrote for one another were more likely to view their texts as acts of communication and to see revision as a process of reconceptualization.

4. LEARNING TO WRITE: A COMPUTER SUPPORT FOR A COOPERATIVE PROCESS More results from a different point of view…..(revising) A study made by Hayes, Flowers and their colleagues classified the difficulties of revising a text into 3 types: Detection, Diagnosis and Correction Some students may be unable to see faults in their texts, even when other readers reported difficulties in reading it. Some students may be unable to see faults in their texts, even when other readers reported difficulties in reading it. Other students may agree with the peer’s recognition of a problem, but may still be unable to diagnose what caused the problem. Other students may agree with the peer’s recognition of a problem, but may still be unable to diagnose what caused the problem. Finally, some students lack of revising becomes from their inability to fix the problems there could be. Finally, some students lack of revising becomes from their inability to fix the problems there could be.

5. How writing teachers have used computer support for their classes….(History) COMPUTER SUPPORT FOR COOPERATIVE LEARNING IN WRITING CLASSROOMS The most basic computer support for cooperative learning to write is to share a monitor and a keyboard. The technique does not result in automatic gains in writing quality for students over students writing alone. The most basic computer support for cooperative learning to write is to share a monitor and a keyboard. The technique does not result in automatic gains in writing quality for students over students writing alone. Variations of this technique attempt to provide collaborative pairs such as “Writer’s Options” and “Collaborative Planning Partner”. Variations of this technique attempt to provide collaborative pairs such as “Writer’s Options” and “Collaborative Planning Partner”. A second early form of computer support involves the use of LAN along with bulletin boards and databases to provide forums for discussing classes. A second early form of computer support involves the use of LAN along with bulletin boards and databases to provide forums for discussing classes. The use of external networks together with email to provide distant audiences for student writers. This gives the students heightened perception of exigency and practice effect. The use of external networks together with email to provide distant audiences for student writers. This gives the students heightened perception of exigency and practice effect. One of the latest development in the area involves the use of electronic networks for concurrent interaction. Here, students and teacher carry on computer mediated conversations. One of the latest development in the area involves the use of electronic networks for concurrent interaction. Here, students and teacher carry on computer mediated conversations.

6. LEARNING TO WRITE: A COMPUTER SUPPORT FOR A COOPERATIVE PROCESS The new tool….. THE PREP EDITOR AS SUPPORT FOR WRITERS IN COOPERATIVE PROCESSES New word processor that allow writers and reviewers to create electronic margins in which they can write and communicate, creating columns to support different cooperative processes like drafts, readers comments or plans. New word processor that allow writers and reviewers to create electronic margins in which they can write and communicate, creating columns to support different cooperative processes like drafts, readers comments or plans.

7. LEARNING TO WRITE: A COMPUTER SUPPORT FOR A COOPERATIVE PROCESS Proving the new tool…. A STUDY OF COMPUTER-SUPPORTED COOPERATIVE PROCESSES IN ONE WRITING CLASSROOM Peer review is a standard graded feature of all essay assignments in the course the PREP was tested. For each assignment students work with a partner who provides comments and suggestions of the given paper. Peer review is a standard graded feature of all essay assignments in the course the PREP was tested. For each assignment students work with a partner who provides comments and suggestions of the given paper. OBSERVATIONS: OBSERVATIONS: There were 3 basic ways students and instructor used the tool. Coaching peer reviews, articulating knowledge about revision and facilitating communication about writing

8. LEARNING TO WRITE: A COMPUTER SUPPORT FOR A COOPERATIVE PROCESS The first way…. COACHING PEER REVIEWS The Prep editor helped the instructor in: The Prep editor helped the instructor in: a. Coaching both, the peer and the student at the same time b. Since the copy is electronic, the teacher can more readily provide response to both, student and peer. Because face-to face interaction is verbal and ephemeral, computer supported interactions might be a positive supplement to face-to-face interactions by providing writers a written record to which they can refer at any point.

9. LEARNING TO WRITE: A COMPUTER SUPPORT FOR A COOPERATIVE PROCESS The second and third ways…. ARTICULATING KNOWLEDGE ABOUT REVISION The Prep helped overcome difficulties students face in revision, by making the students thinking about revising more visible. FOSTERING MORE EFFECTIVE COMMUNICATION Some students do not benefit as much as expected from peer and teacher response due to failures to communicate effectively. Some students do not benefit as much as expected from peer and teacher response due to failures to communicate effectively. The computer can potentially help students and teacher mitigate difficulties in communication like scheduling problems. The computer can potentially help students and teacher mitigate difficulties in communication like scheduling problems.

10. LEARNING TO WRITE: A COMPUTER SUPPORT FOR A COOPERATIVE PROCESS At last…. CONCLUSIONS Multiple drafts with between-drafts revisions can improve students writing Multiple drafts with between-drafts revisions can improve students writing Peer review can improve students writing quality, revision skill and writing confidence. Peer review can improve students writing quality, revision skill and writing confidence. The PREP editor seems to represent an opportunity to improve some of the cognitive and social processes involved in cooperating learning to write. The PREP editor seems to represent an opportunity to improve some of the cognitive and social processes involved in cooperating learning to write.