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Classroom Community through Collaborative Writing Practices

Classroom Community through Collaborative Writing Practices. Miriam Horne Sherry Blok Concordia University, Montreal. Communities of Practice. Mutual Engagement Shared Repertoire Joint Enterprise. Theoretical framework. Writing as a social act

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Classroom Community through Collaborative Writing Practices

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  1. Classroom Community through Collaborative Writing Practices Miriam Horne Sherry Blok Concordia University, Montreal

  2. Communities of Practice • Mutual Engagement • Shared Repertoire • Joint Enterprise

  3. Theoretical framework • Writing as a social act (Bizzell, 1983; Casanave, 2003; Dias et. al., 1999; Faigley, 1986) - Genre Theory (Giltrow, 1994; Hyland, 2004; Paré, 2002)

  4. Inkshedding • Freewrite • Circulate and respond • Return to author

  5. Types of Interactions • Expression of weakness or insecurity ► moral support I can relax with nice hot tea. But it has one disadvantage as well, I can’t stop eating sweets with tea so that consumption of sweets increases during winter…the consequences will be very serious, overweight! Don’t worry, you will be fine!

  6. I hope that I am going to enter university in Sep because I am getting old. You are still young!!!

  7. Expression of concern ► Advice Research project makes me exhausted. Too many things that I have to do. I am trying to find sources about my topic. I am still confusing about the main ideas (You should hit your main ideas first, then follow these ideas to look for your resources) even I am considering to change to another topic…I think whatever I choose a topic, it is going to be hard to do ‘research.’ God!! Please help me to get out of here!!!

  8. Choosing interesting topic or finding some subject in common. I think maybe it’s easy way to find topic after using research on line to find resource books. On line can show idea to you and you can consider it. Borrowing which book you want. But first think about your topic, and then distinguish main idea and then finding book is more easier. You can do it!! Try! Try!

  9. This week, I have to discover what kind of information I can find in my resource books, and use “mapping” to distinguish the main ideas and support idea. Try to read introduction of books. Don’t try to read whole books grasp the ideas…move fast… you will do well!

  10. Challenges ► Camaraderie I don’t have enough time! Me either Agree Ya Ya Ya!!

  11. Once I start to write it, it will go crazy. I know I’ll write, I’ll write & rewrite & and so on. To only imagine all this, I need a break (everybody wants) I have same feeling Me too!!!

  12. Results of interactions • Learn from each other • Share a common purpose

  13. What I like in inkshedding is there are responses(Yes you’re right) (Yes! I agree!) and most of them made me laugh or think. Inkshedding made it easier to write(YES!!), and in this term inkshedding worked on my writing. But it doesn’t seem working on my grammar, organization, vocabulary building of my writing. (Yeah because is freewriting not a composition) But sometimes we can learn something from other people’s responses.

  14. It’s all about a need to express yourself in writing…. You know who your target audience is and you know you have the same goal…. It’s a community.

  15. Read-Aloud Editing Methodology • Divide students into sets of pairs • Roles – writer/ peer reviewer • Task – Read text outloud to peer reviewer • Detect incongruities - discuss and correct • Draw on metalinguistic knowledge in L2 to make repairs

  16. RepairsPeer-initiated Self-Repaired (metatalk) (1) St5: Killer whales are usually live in the North Sea and southern ocean and the biggest % (reads aloud) 2) St1: Double verb, live, are (peer prompt: metalinguistic clue) 3) St5: Live (self-repair) 4) St1: maybe...Killer whales usually live (repeats correct form) 5) St5: Okay, usually live (repair)

  17. RepairsPeer-initiated Peer-repaired (metatalk) • 1) St6: And their teeths, and their teeths. (reads her text aloud) • 2) St9: And their, and here their teeths…(peer prompt, repeats error) • 3) St6: As for their teeths or? (attempts to self-correct) • 4) St9: Okay (confirmation of error) • 5) St6: And their teeths okay? (confirmation check) • 6) St9: And their teeths • 7) St6: They have 48 sharp and conical teeths • 8) St9: I can’t see this word and their • 9) St6: And their teeths. They have..%[1] • 10) St9: Teeth (peer repair) • 11) St6: Teeth • 12) St9: Teeth • 13) St6: Teeth • 14) St9: Not teeth. Teeth, tooth. (makes a new repair, ill-formed) • 15) St6: Oh right. So it should be tooth. • 16) St9: Tooth • 17) St6: So and the [inaudible] it’s single right? (metatalk) • 18) St9: No no no • 19) St6: Teeth • 20) St9: tooth is single, teeth is plural. Just teeth no no no teeths (metatalk) • 21) St6: As the s • 22) St9: Yes • 23) St6: They have 48 sharp and conical teeth. (repair) • [1]

  18. Distribution of Successful Repairs and Unsuccessful Repairs

  19. Initiations by Self, Peer or Teacher

  20. Successful Repair by Self Peer and Teacher

  21. Instances of Metatalk in Relation to Errors Repaired

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